Pre preconf whtas upapp amee 2014 final 2p

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What’s up? Whatsapp?Technology in Medical Education

Daniëlle Verstegen, Anne Marie Cunningham, Mary Dankbaar and Peter de Jong

Overview of the workshop

13.30 hrs Introduction & connect in Guidebook!13.40 hrs Trends in Technology Enhanced Learning14.00 hrs Scenarios of the future14.15 hrs Group discussion of scenarios15.00 hrs Break15.15 hrs Plenary presentation of ideas16.00 hrs Discussion and conclusions

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Presenters

Daniëlle VerstegenMaastricht University

Anne Marie CunninghamCardiff University

Mary DankbaarErasmus Medical Center Rotterdam

Peter de JongLeiden University Medical Center


13.30 hrs Introduction & connect in Guidebook!13.40 hrs Trends in Technology Enhanced Learning14.00 hrs Scenarios of the future14.15 hrs Group discussion of scenarios15.00 hrs Break15.15 hrs Plenary presentation of ideas16.00 hrs Discussion and conclusions

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“Online learning is the single

biggest change in education since

the printing press… ”

John Chubb and Terry MoeMay 2012

Trends in Technology enhanced learning

• MOOCs and OER’sMassive Open Online Courses & Open Educational Resources

• Social media

• Simulations and serious games

• Flipping the Classroom

Mary Dankbaar and Peter de Jong

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• MOOCs and OERs

Massive Open Online Courses & Open Educational Resources

• Social media



Weblectures FreeCourseware Building blocksVideos No interaction with students

Open Educational Resources

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Khan Academy

www.khanacademy.org

MOOCs• Free courses• Fixed start and end• Deliverd by top institutions• High percentage ‘drop-out’• Large numbers receive

certificate

Start: Artificial Intelligence, prof Thrun, Stanford• 2011: offered online course course for 1st year students• Normally 200 Campus students (expectation:10.000)• 160.000 students subscribed. • 23.000 received the certificate

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MOOC Platforms

T.Kos, Cap Gemini, 2013

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[email protected]

Practical implicationsThink about:

•Credits for MOOCs?

•Refer to MOOCs; use OER in your courses?

•Develop your own MOOC/OER?


• MOOCs and OERs

• Social media



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Social media

What is it?

• Online media where people talk, participate, share, network and bookmark online

• Discussion, feedback, voting, comments, sharing

Social media

Some characteristics:

• Personal profile• Connection with other users in the network• Friends, business, thematic• Professional, personal• (Semi)public• Networking• Rapid information dissemination• Engagement • Mobile

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Social media

Social media

Examples

• Wiki: work together on one product• RSS reader: manage online news feeds• Video chat: real-time communication• Social network: communication and sharing of

information

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Educational network of the future

Other students

Faculty

Blogs

Podcasts

Blogs, Wikis, RSS Feeds

LearnerLearner

Curriculum

J.B. McGee (2010)


• MOOCs and OERs

• Social media



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Simulations

• virtual patient programs to trainclinical reasoning

lineair or branched

– Simple or complex ‘high fidelity’ simulations

Active role of learner, control over feedback

Engagement with clinical role

Independant of patients, time and place

Train with specific health problems, without harm

Serious Games

‘Air Medic Sky 1’Patient safety

‘Underground’ Laparoscopic skills

‘ABCDEsim’Acute care skills

Interactive computer application, with a challenging goal, ‘engaging’, with a scoring system and aimed at specific knowledge, skills or attitudes (Bergeron, ‘06)

Engagement with own role in a story, challege Competition (scoring system) Motivating (frequent training)

‘GeriatrX’Clinical care for elderly patients

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Are these programs effective?

• Virtual patient programsIn comparison with simulation patients: same knowledge and cognitive skills (Cook & Triola, Virtual patients, Medical education 2009)

• Simulations In comparison with no intervention: large effects for knowledge, skills and behaviour. (Cook et al, JAMA 2011, Mc.Gaghie, Issenberg et al 2010).

• Serious GamesMixed results on knowledge, skills and attitudes. (Akl et al 2008, 2010, Sitzmann 2011, Tennyson & Jorzack, 2008).

(Video)games that train the same psychomotoric skills as needed for laparoscopic interventions, show a positive effect on these skills (Schlickum, ‘09).

How to implement in education?

David A Cooke, AMEE Genoa 2006, and Medical Education 2009, 43

Serious gamesMOOC

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• MOOCs and OERs

• Social media



Flipping the classroom

• “New” educational model• Triggered by technological possibilities

• Do at home what you can do by yourself• Use face-to-face time with the teacher for deeper

learning processes

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Medical School


• Traditional model– Lectures in class– Homework individual, no support

Large group:Lectures

Individual: homework and study

Medical School


• Flipped classroom model– Pre-recorded lectures individual– Learning activities in class, supported

Large group:Student centered learning activities

Indivudual:Recorded lectures

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• Free up time by putting recorded lectures online• Bring in student centered learning activities

– Problem based learning– Audience response systems– Pair and share (peer discussions)– Quizzes

• Appropriate assessment• Student responsibility


From McLaughlin et al. 2014

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13.30 hrs Very brief introduction of participants13.40 hrs Trends in Technology Enhanced Learning14.00 hrs Scenarios of the future14.15 hrs Group discussion of scenarios15.00 hrs Break15.15 hrs Plenary presentation of ideas16.00 hrs Discussion and conclusions

Scenario method

• Method:– Imagine you are in the future– Define driving forces/important dimensions– Select two to use as horizontal and vertical axis– Elaborate four scenarios as extreme examples– Starting point: life-long learning trajectory

• Goal:– To make concrete what might happen – Not meant to be predictions– Starting point for discussion– To get grip on choices that we need to make

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Two dimensions – Four scenarios

Individual

Collaborative

GlobalLocal

Scenario ASara

Scenario BGabor

Scenario CWilliam

Scenario DBinur

Scenario A: Sara

• Global & individual• Place independent • Worldwide offer of modules (paid or unpaid) • Student determines content and timing in

life-long learning trajectory• Accreditation by professional bodies based

on portfolio

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Scenario B: Gabor

• Global & collaborative• Worldwide curriculum and agreement about

learning methods• Student chooses an educational institute

‘anywhere’• International groups of students; largely

distance-based education

Scenario C: William

• Local & collaborative• Mainly university-based, largely face-to-

face• Problem-based learning• Curriculum content adapted to local context• Interprofessional from the start

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Scenario D: Binur

• Local & individual• Completely workplace-based• Content determined by student, but

influenced by context and workplace setting

• Content and timing vary• Accreditation by employer

Discuss the scenario:

1. Which advantages and disadvantages does thisscenario have?

2. What would this scenario mean to you in yourown role as student/teacher/manager/….?

3. Which choices with regard to technology wouldeducational institutes need to make for thisscenario?

4. Danielle Anne Marie Mary Peter

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Pre preconf whtas upapp amee 2014 final 2p

Education

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