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Author: Brian S McGowan, PhD

MANUSCRIPT: Planning an objective and need based curriculum: the logistics with reference to the undergraduate medical education in biochemistry.

Abstract
Purpose: The medical education is recently being transformed into several domains in order to adapt to the need and the value based academics which is required for the quality doctors who serve the community. Presently, the biochemistry curricula for the graduate students of medicine have been questioned by as many experts, because of their multiple lacunae. In this review, we would like to highlight the scenario which is related to the existing biochemistry curricula for graduate medical students, which have been followed in several medical schools and universities and we also hope to share our ideas for implementing objective and pragmatic curricula. Evidence based research, wherein the articles which are related to innovative teaching-learning tools are collected and the pros and cons which are related to the different methods analyzed in biochemistry point of view. Conclusion: Rapid changes in the content of the curriculum may not be required, but a gradual introduction of the novel approach and the methods of teaching biochemistry can be adopted into the curriculum.

via Planning an objective and need based curric… [J Clin Diagn Res. 2013] – PubMed – NCBI.

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MANUSCRIPT: Delivery and use of individualised feedback in large class medical teaching

Abstract (provisional)
Background
Formative feedback that encourages self-directed learning in large class medical teaching is difficult to deliver. This study describes a new method, blueprinted feedback, and explores learner’s responses to assess its appropriate use within medical science teaching.

Methods
Mapping summative assessment items to their relevant learning objectives creates a blueprint which can be used on completion of the assessment to automatically create a list of objectives ranked by the attainment of the individual student. Two surveys targeted medical students in years 1, 2 and 3. The behaviour-based survey was released online several times, with 215 and 22 responses from year 2, and 187, 180 and 21 responses from year 3. The attitude-based survey was interviewer-administered and released once, with 22 responses from year 2 and 3, and 20 responses from year 1.

Results
88-96% of learners viewed the blueprinted feedback report, whilst 39% used the learning objectives to guide further learning. Females were significantly more likely to revisit learning objectives than males (p = 0.012). The most common reason for not continuing learning was a ‘hurdle mentality’ of focusing learning elsewhere once a module had been assessed.

Conclusions
Blueprinted feedback contains the key characteristics required for effective feedback so that with further education and support concerning its use, it could become a highly useful tool for the individual and teacher.

via BMC Medical Education | Abstract | Delivery and use of individualised feedback in large class medical teaching.

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ABSTRACT: Preferred sources of health information in persons with multiple sclerosis: degree of trust and information sought.

Abstract
BACKGROUND:
Effective health communication is important for informed decision-making, yet little is known about the range of information sources used by persons with multiple sclerosis (MS), the perceived trust in those information sources, or how this might vary according to patient characteristics.
OBJECTIVE:
We aimed to investigate the sources of health information used by persons with MS, their preferences for the source of health information, and levels of trust in those information sources. We also aimed to evaluate how these findings varied according to participant characteristics.
METHODS:
In 2011, participants in the North American Research Committee on Multiple Sclerosis (NARCOMS) Registry were asked about their sources of health information using selected questions adapted from the 2007 Health Information National Trends (HINTS) survey.
RESULTS:
Of 12,974 eligible participants, 66.18% (8586/12,974) completed the questionnaire. Mass media sources, rather than interpersonal information sources, were the first sources used by 83.22% (5953/7153) of participants for general health topics and by 68.31% (5026/7357) of participants for MS concerns. Specifically, the Internet was the first source of health information for general health issues (5332/7267, 73.40%) and MS (4369/7376, 59.23%). In a logistic regression model, younger age, less disability, and higher annual income were independently associated with increased odds of use of mass media rather than interpersonal sources of information first. The most trusted information source was a physician, with 97.94% (8318/8493) reporting that they trusted a physician some or a lot. Information sought included treatment for MS (4470/5663, 78.93%), general information about MS (3378/5405, 62.50%), paying for medical care (1096/4282, 25.59%), where to get medical care (787/4282, 18.38%), and supports for coping with MS (2775/5031, 55.16%). Nearly 40% (2998/7521) of participants had concerns about the quality of the information they gathered.
CONCLUSIONS:
Although physicians remain the most trusted source of health information for people with MS, the Internet is the first source of health information for most of them. This has important implications for the dissemination of health information.

via Preferred sources of health information i… [J Med Internet Res. 2013] – PubMed – NCBI.

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RESOURCE: Five Best Practices for the Flipped Classroom

Ok, I’ll be honest. I get very nervous when I hear education reformists and politicians tout how “incredible” the flipped classroom model, or how it will “solve” many of the problems of education. It doesn’t solve anything. It is a great first step in reframing the role of the teacher in the classroom.

It fosters the “guide on the side” mentality and role, rather than that of the “sage of the stage.” It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students. Even Salman Khan says that the teacher is now “liberated to communicate with [their students].”

It also creates the opportunity for differentiated roles to meet the needs of students through a variety of instructional activities. But again, just because I “free” someone, doesn’t mean that he/she will know what to do next, nor how to do it effectively. This is where the work must occur as the conversation of the flipped classroom moves forward and becomes more mainstream in public and private education. We must first focus on creating the engagement and then look at structures, like the flipped classroom, that can support. So educators, here are some things to think about and consider if you are thinking about or already using the flipped classroom model.

via Five Best Practices for the Flipped Classroom | Edutopia.

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MANUSCRIPT: Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module

Abstract
Objective. To implement a “flipped classroom” model for a renal pharmacotherapy topic module and assess the impact on pharmacy students’ performance and attitudes.

Design. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures.

Assessment. Students’ performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students’ opinions of the POGIL activity and the flipped classroom instructional model were mostly positive.

Conclusion. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students’ improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

via Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module.

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MANUSCRIPT: Redesign of a Large Lecture Course Into a Small-Group Learning Course

Abstract
Objective. To describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course.

Design. Prereadings and study guides were used to facilitate students’ independent learning prior to class. Large lecture classes were replaced with smaller group-based learning classes. This change in delivery format allowed students to spend the majority of class time conducting small-group learning activities, such as case studies to promote communication, problem solving, and interpersonal skills.

Assessment. Changes in course delivery were assessed over a 2-year period by comparing students’ grades and satisfaction ratings on course evaluations. A comparison of course evaluations between the class formats revealed that students were provided more opportunities to develop verbal communication skills and tackle and resolve unfamiliar problems in the revised course. The activities resulted in better overall course grades.

Conclusions. Redesigning to a small-group discussion format for a self-care course can be accomplished by increasing student accountability for acquiring factual content outside the classroom. Compared with student experiences in the previous large lecture-based class, students in the smaller-class format reported a preference for working in teams and achieved significantly better academic grades with the new course format.

via Redesign of a Large Lecture Course Into a Small-Group Learning Course.

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RESOURCE: Welcome | Community of Inquiry

This site documents the work completed during a Canadian Social Sciences and Humanities research funded project entitled “A Study of the Characteristics and Qualities of Text-Based Computer Conferencing for Educational Purposes”. This project ran from 1997 to 2001. The theory, methodology and instruments developed during this project are described in the papers published in peer reviewed journals and copied at this site.

The work of this project has resulted in a variety of researchers replicating and further developing the tools and techniques that we developed. We invite anyone who uses this content to contribute their own papers, references, and links in the related sections. As well, feel free to share experiences, concerns or questions in the weblog. The purpose of this project is to support a personally meaningful and educationally worthwhile learning experience. Central to the study introduced here is the model of a community of inquiry that constitutes three elements essential to an educational experience: Cognitive Presence, Social Presence and Teaching Presence.

via Welcome | Community of Inquiry.

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NEWS: CBIC Announces Innovations Finalists For 15th Annual Awards

CBIC ANNOUNCES FINALISTS FOR 15TH ANNUAL AWARDS GALA ON THURSDAY, MAY 30 AT FARMINGTON COUNTRY CLUB

Annual Event Honors Area Individuals And Organizations Creating and Innovating with Technology
To Make Noteworthy Impact on Society

April 10, 2013 – CBIC has announced the finalists to be honored at the upcoming 15th Annual CBIC Awards Gala on Thursday, May 30 at Farmington Country Club. The evening begins with cocktails at 5:15 p.m., followed by the dinner and ceremony at 6:15 and networking at 8:15.

Tickets are now available for this highly-anticipated annual event, which salutes area individuals and organizations making a noteworthy economic impact on society through entrepreneurship and the development and commercialization of new technologies. For more details, visit www.cvillebic.org.

The theme for this year’s event is “Appetite for Innovation,” capitalizing on the unique mix of creativity and inspiration shared by chefs and entrepreneurs as they devise their respective recipes for success.

“Even in what have been challenging economic times, our region continues to stand out as a hotbed for entrepreneurs and innovation-based businesses,” said Tracey Danner, Executive Director CBIC and co-chair of the gala. “This growth, and the success of these companies, is responsible for strengthening the overall entrepreneurial and innovation ecosystem here, while creating significant opportunities for career, job and investment growth.”

The majority of the award honorees are determined by a diverse panel of judges with expertise in advancing technology and innovation both in Central Virginia and beyond. Exceptions include the People’s Choice Navigator Award, determined by community-wide online voting, and the CBIC Leadership Award, selected by the chair of CBIC with input from its board of directors. Finalists are not announced in the CBIC Leadership Award category.

Honorees receive a commemorative award, a $100 gift certificate from WishWishCharlottesville and recognition at the evening gala, held at Farmington Country Club. Past honorees include HemoShear, Mikro Systems, HemoSonics, Dominion Digital, RelayFoods, Teachstone, and many other pioneering firms and individuals.

Teacher recipients of the Red Apple Award from the past four years include: Corrie Kelly of Woodbrook Elementary School, Michael Craddock of Monticello High School, Tony Wayne of Albemarle High School, and Matt Shields of Charlottesville High School. Each of whom received a $2,500 grant from CBIC for use on technology needs for their classroom and students. The 2013 Red Apple award recipient will also receive a Technology in Education grant of $2,500 underwritten by Garris and Company and Explore Learning.

The 2013 CBIC Awards and Finalists Are:

The Rocket Award – Presented to that enterprise that has moved with noteworthy speed from concept toward commercialization or acquisition. This could be any size company that has developed a new technology or product in a new business or within an existing business.

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• ArcheMedx
• Nouri, Inc.
• Hotelicopter

Spotlight Award – Presented to any company from startup to mature enterprise that has brought significant positive attention spotlighting business innovation in our region.

• Pure Madi
• U.Va. Innovation
• Willow Tree Apps

Breakthrough Award – Presented to that enterprise or individual for achieving a remarkable breakthrough or quantum advance. This may also be the result of a seemingly unlikely re-direction or unforeseen application of a currently existing solution.

• Diffusion Pharmaceuticals
• Focused Ultrasound Foundation
• Rivanna Medical

Community Award – Presented to any CBIC individual or company member from startup to mature enterprise that has served as a role model for community volunteerism, through their personal donation of both time and resources, or in the case of a company, through a corporate culture of giving time and resources.

• Community Investment Collaborative
• HackCville
• Sigora Solar

People’s Choice Navigator Award –Presented to that individual or entity that has demonstrated significant leadership in the local or regional business community. This award honoree has been involved actively or previously to make significant contributions toward the improvement or advancement of our region’s high-tech or entrepreneurial environment; thereby, improving the quality of life for many.

• Mark Green
• Toan Nguyen
• Reg Woods, Brian Campbell and Mac Thompson (collectively)

Red Apple Award – For the K-12 educator who clearly and consistently is able to the most with available resources to inspire and prepare students for the limitless possibilities in technology.

• Jeff Prillaman – Albemarle High School
• Carrie Taylor – Western Albemarle High School
• Michael Thornton – Meriwether Lewis Elementary School

The recipient of the People’s Choice Navigator Award is determined by online voting at http://cvillebic.org/awards. Voting is open through midnight May 5.

The 2013 CBIC Awards Gala will begin at 5:15 PM on Thursday, May 30. Seating for the event is limited, so early reservations are encouraged. Single tickets can be reserved online, or table reservations can be made by contacting Tracey Danner at [email protected] or (434) 242-5886. Please visit www.cvillebic.org for information regarding gala tickets, the CBIC awards, 2012 award recipients, 2013 finalists, and gala fundraiser sponsors, and to learn more about the Charlottesville Business Innovation Council.

About the Charlottesville Business Innovation Council
CBIC is the private-sector catalyst and advocate for entrepreneurship and innovation-based businesses and economic development in Central Virginia. It serves its members and the broader community by providing educational programs and opportunities for productive networking, through advocacy with governmental and media constituencies and by presenting events that inform and inspire our community. For more: visit www.cvillebic.org, follow us on Twitter: www.twitter.com/CBICouncil or the gala at #cbicawards.

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ABSTRACT: Medical faculties educational network: multidimensional quality assessment.

Abstract
Today, World Wide Web technology provides many opportunities in the disclosure of electronic learning and teaching content. The MEFANET project (MEdical FAculties NETwork) has initiated international, effective and open cooperation among all Czech and Slovak medical faculties in the medical education fields. This paper introduces the original MEFANET educational web portal platform. Its main aim is to present the unique collaborative environment, which combines the sharing of electronic educational resources with the use tools for their quality evaluation. It is in fact a complex e-publishing system, which consists of ten standalone portal instances and one central gateway. The fundamental principles of the developed system and used technologies are reported here, as well as procedures of a new multidimensional quality assessment.

via Medical faculties educational… [Comput Methods Programs Biomed. 2012] – PubMed – NCBI.

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ABSTRACT: Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching

Abstract
It has become increasingly apparent that no single method for teaching anatomy is able to provide supremacy over another. In an effort to consolidate and enhance learning, a modernized anatomy curriculum was devised by attempting to take advantage of and maximize the benefits from different teaching methods. Both the more traditional approaches to anatomy teaching, as well as modern, innovative educational programs were embraced in a multimodal system implemented over a decade. In this effort, traditional teaching with lectures and dissection was supplemented with models, imaging, computer-assisted learning, problem-based learning through clinical cases, surface anatomy, clinical correlation lectures, peer teaching and team-based learning. Here, we review current thinking in medical education and present our transition from a passive, didactic, highly detailed anatomy course of the past, to a more interactive, as well as functionally and clinically relevant anatomy curriculum over the course of a decade.

via Modernization of an anatomy class: Fro… [Anat Sci Educ. 2012 Nov-Dec] – PubMed – NCBI.

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