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The e-Learning EvolutionThe e-Learning Evolution The e-Learning EvolutionThe e-Learning Evolution
Explore the role of Medical Informatics in teaching and learning medicine
Briefing about Annex Building Facilities (ABF) Multimedia labs Telemedicine
Define the integration and adoption process
Review some examples of Medical e-learning tools
Visions and Future directions
Outline
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Remarkable changes in medical education associated with
changes in healthcare delivery, advances in medicine and advances in medical and learning technologies.
The changes will not slow down over the next several decades.
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Medical education is moving to a new world which requires a new mindset.
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Challenges facing medical schools
Transforming how students learn Sharing expertise and resources Delivering a high quality and financially sustainable
program Increasing access to medical education Working in partnership with postgraduate and
continuing education, and with the other health care professions
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Overcrowded curriculum Rote memorization of medical facts Learner passivity Cases out of reach Student-consultant ratios
Limitations of the traditional medical-school curriculum
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Features of e-Leaning environments
The true power of e-Learning is likely to be found in its
potential to provide the right information to the right people at the right times and places. E-Learning is often a more effective and efficient way to educate learners because it is…
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
Personalized – it allows entire programs of study to be customized for an individual learner;
Interactive – it engages the learner in a give-and-take type of learning that involves simulations of real-world events and sophisticated collaborations with other learners and the instructor;
Just-in-time - it moves training away from the "just-in-case" model in which learners engage in event-based sessions that require learning to take place outside of the context in which it will be used;
Current - it allows training providers to offer learners always up-to-date materials; and
Learner-Centred - it focuses primarily on the needs of the learner.
(Kerrey, et al., 2000)
Features of e-Leaning environments
ICT_Learn2004 October 11-13, 2004
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
No danger or inconvenience to real patients Students try “what-if” exercises. Full clinical responsibilities for patients Students learn the effects of interventions through doing Students manage a greater number and variety of patient cases Manage cases as diseases evolve over time Standard cases can be used to assess problem-solving
competency
Advantages of e-Learning for Medical EducationAdvantages of e-Learning for Medical Education
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Types of e-Learning Environments in MedicineTypes of e-Learning Environments in Medicine
Computerized clinical simulation Expert system Intelligent tutoring system Interactive multimedia learning environment Web-based learning
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Laparoscopic techniques, which provide junior surgeons with an opportunity to practice surgical skills without risk to patients.
Anesthesia simulators, which have controlled responses that vary according to numerous possible scenarios.
Cardiovascular disease simulator, which used to simulate cardiac conditions.
Computerized clinical simulation
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Embody an explicit teaching strategy
The design of this program is to: Specify a learning objective Set a task according to a strategy for achieving that objective Interpret students performance on the task Use this to select appropriate feedback or help Use the student’s performance so far to select the next task
It offers feedback on students actions and adaptive task focus related to previous actions and the overall goal.
Intelligent Tutoring System or Adaptive MediaIntelligent Tutoring System or Adaptive Media
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Dynamic platform that Assessing performance
support the tracking of learners
Deployment of content
Access to user records
Providing an environment for Chat rooms
Threaded discussions
Synchronous learning environments
Learning Management Systems (e.g., Web CT & e-Learning Suite)Learning Management Systems (e.g., Web CT & e-Learning Suite)
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Facilitate interaction and communication among online learners (i.e., Immediate access to instructors and online mentors to ask questions and receive answers).
Conferencing software & Streaming media
Fosters students’ learning through interactivity.
Collaborative TechnologiesCollaborative Technologies
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Annex Building Facilities (ABF)Annex Building Facilities (ABF)
Multipurpose Computer Labs
Telemedicine
Multi-Skills Lab
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Multipurpose Computer LabsMultipurpose Computer Labs 2 Multimedia Computer Labs – 50 PCs/lab
Small tablet PCs with TFT screen
Smart screen
Instructor full control of each PC or group of PCs
Grouping of students in the lab
Multimedia broadcasting of information or programs
Normal Computer lab – 70 PCs
Small tablet PCs with TFT screen
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
TelemedicineTelemedicine Electronic transmission of medical information and services (voice, data,
video) from one site to another using telecommunication technologies.
Goals of telemedicine at SQU:
– access to international expertise to seek second opinion,
– live broadcasting of seminars, workshops, specialized surgical training sessions.
Telemedicine applications show potential significance for improving access to specialized training and consultation.
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Benefits of Telemedicine
Provide monitored appropriate care from a distance
Integrate scattered healthcare
Access to huge database of medical information
It will be used to train medical students remotely and also for practical training for professional development (CME courses)
Cost saving in providing health service such as saving on the transportation cost of patients and other resources
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Benefits of Telemedicine -2
Provide decision support tools to medical professionals to locations connected with telecommunication links
Improvement of healthcare in rural areas
Modern tools available to analyze data (both on-line and store-and-forward) images to biosignals
Immediate access to patient records and hospital information
Reduce the need to transfer most of the patients from periphery to tertiary hospitals
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
TelemedicineTelemedicine
Equipments available at SQU for a real-time telemedicine conferencing are: - Digital image capture systems Digital data transmission system Digital data connection Digital data receiver system Digital data display system Storage and archive system Patient information system interface
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
TelemedicineTelemedicine
SQUH
OTAnnexMLT OT
Seminar
Skills lab/ multipurpose lab/ Comp. lab
Fiber Optics
Broad Band
ICT_Learn2004 October 11-13, 2004
2 Portable Units
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Multi-skill labMulti-skill lab
• DV
•VCR-DV
•DVD
•Visual presenter
Distribution AmplifiersMobile PTZ Cameras
From Remote M
atri
x
Projectors
Remote site channel Sound from remote
site
Mixer Zonal Amplifier
8 Ceiling speakers in each zone
32’’ Plasma - 1 32’’ Plasma - 2 32’’ Plasma - 16
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Annex AV Control RoomAnnex AV Control Room
24 x 24
Matrix
OT Control Room
Multi-skill lab
Multimedia Computer
Computer lab
Seminar Room - Annex
MLT
VC IN
OT Control Room
Multi-skill lab
Multimedia Computer
Computer lab
Seminar Room - Annex
VC IN
MLT
At the College of Medicine & Health Sciences –SQU. OMAN
ICT_Learn2004 October 11-13, 2004
Security SystemSecurity System
Camera 1
Camera 2
Camera 3
Camera 4
Camera 12
12 CH MUX – 160 GB HD
LAN
Control Key or Keyboard
14”Screen
21”MUX
ICT_Learn2004 October 11-13, 2004
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Harvey & UMedic
Man-sized medical cardiology patient simulator
Extremely useful teaching tool which helps medical students study cardiology in a novel and very practical way.
Can mimic 27 different heart conditions
Give students "hands-on" clinical experience on the simulator before transferring their skills to the examination of real patients.
Practice taking the pulse, measuring blood pressure and listening to a variety of heart murmurs.
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
PixEyes – Ophthalmic Simulator
It simulates diseases of : Retina, Glaucoma & Gonioscopy Realistic handling of contact lens Realistic synthetic images projected into a binocular Adjustments similar to a slit lamp (width, height &
brightness, ..) Accurate simulation of laser ( power, duration,
micromanipulator, etc) Different configuration:
– Teacher– Students– Teacher & Student (ITS)
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Interactive multimedia learning environment
Interview the Patient Has over 250 interview questions in 20 interview categories, ranging from present illness to specific patient history questions. Students are encouraged to form a hypotheses list and then begin relating these hypotheses to pertinent interview questions. Physical Examination
Gives student 18 exam tools that make over 425 physical and neurological exams available. Real heart and breath sounds are presented with each case. Some has digital video presentations.
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Detailed evaluation and Class Comparison
It allows the instructor to evaluate many elements of the students’ performance. To compare it with the performance of the class as a whole.
The instructor is given the right to view student notes, answers to questions, and the differential diagnosis list. The instructor can obtain immediate feedback regarding learning issues that were possibly overlooked or not obtained by the students.
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
Immediate Self-Assessments
Students are given the chance to view their answers and to compare it with faculty criteria for each case.
Student’s data are saved and assessed in respect to diagnosis, considered items, justifying items, competing items, and management. Student Record
For each student a unique record is created for each case.
This is a valuable tool for assessing individual students and class performance.
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
ICT_Learn2004 October 11-13, 2004
Define the integration and adoption processDefine the integration and adoption process
Are you using certain educational software in teaching core courses?
Which courses do you think you can teach electronically?
Which courses do you think we should start developing e-learning tools for it?
Does your department has an initial plan on how you may utilize the e-Learning, the multimedia lab, and the telemedicine in teaching core courses?
What pre-requisites students will need on the online courses?
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
A multidisciplinary field that concerned with the application of information science and technology to medical education, research and patient care.
It provides training and research to assess, develop, and implement new technologies that will support health care professionals and biomedical scientists.
It is a diverse field that includes computer scientists, educators, and clinicians.
At the College of Medicine & Health Sciences –SQU. OMAN
ICT_Learn2004 October 11-13, 2004
Future Direction - Medical Informatics Unit
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionAt the College of Medicine & Health Sciences –SQU. OMAN
ICT_Learn2004 October 11-13, 2004
Provide consultation to medical professionals in the field of medical informatics and the implementation of e-learning
Design and evaluate multimedia instructional courseware for clinical students
Promote and conduct active multi-disciplinary research to broaden medical informatics knowledge and to study the effectiveness of using the latest networking technology products
Serve medical community by providing state of the art Technology for teaching and research
Goals of Medical Informatics Services
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
The next step should aim to practically evaluate the effectiveness of different e-learning programs and the type of learning it endorses in order to take advantage of such technologies to produce quality medical graduates.
Conclusion
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
ICT_Learn2004 October 11-13, 2004
At the College of Medicine & Health Sciences –SQU. OMAN
The e-Learning EvolutionThe e-Learning EvolutionThe e-Learning EvolutionThe e-Learning Evolution
For more information contact:
Computer & Information Technology CommitteeCollege of Medicine & Health Sciences
Sultan Qaboos UniversityP.O. BOX 35, P.C. 123
Sultanate of OMAN
E-mail: [email protected] http://www.squ.edu.om/med/Phone # 00-968-515117 Fax # 00-968-513419
At the College of Medicine & Health Sciences –SQU. OMAN
ICT_Learn2004 October 11-13, 2004