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Author: Brian S McGowan, PhD

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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ABSTRACT: The use of reflection in emergency medicine education.

Abstract
Reflection is a cognitive process in which new information and experiences are integrated into existing knowledge structures and mental models, resulting in meaningful learning. Reflection often occurs after an experience is over, promoting professional development and lifelong learning. However, a reflective emergency physician (EP) is also able to apply reflection in real time: self-monitoring, coping with the unexpected, and quickly thinking on his or her feet to solve complicated, unique, and challenging clinical problems. Reflection is a skill that can be taught and developed in medical education. Evidence demonstrating the value of teaching reflection is emerging that substantiates longstanding educational theories. While a few educators have started to explore the use of reflection for emergency medicine (EM) learners, the potential for broader application exists. This review summarizes the literature regarding reflection in medical education and provides a basic primer for teaching reflection.

via The use of reflection in emergency medicine e… [Acad Emerg Med. 2012] – PubMed – NCBI.

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MANUSCRIPT: Increased use of Twitter at a medical conference: a report and a review of the educational opportunities.

Abstract
BACKGROUND:
Most consider Twitter as a tool purely for social networking. However, it has been used extensively as a tool for online discussion at nonmedical and medical conferences, and the academic benefits of this tool have been reported. Most anesthetists still have yet to adopt this new educational tool. There is only one previously published report of the use of Twitter by anesthetists at an anesthetic conference. This paper extends that work.
OBJECTIVE:
We report the uptake and growth in the use of Twitter, a microblogging tool, at an anesthetic conference and review the potential use of Twitter as an educational tool for anesthetists.
METHODS:
A unique Twitter hashtag (#WSM12) was created and promoted by the organizers of the Winter Scientific Meeting held by The Association of Anaesthetists of Great Britain and Ireland (AAGBI) in London in January 2012. Twitter activity was compared with Twitter activity previously reported for the AAGBI Annual Conference (September 2011 in Edinburgh). All tweets posted were categorized according to the person making the tweet and the purpose for which they were being used. The categories were determined from a literature review.
RESULTS:
A total of 227 tweets were posted under the #WSM12 hashtag representing a 530% increase over the previously reported anesthetic conference. Sixteen people joined the Twitter stream by using this hashtag (300% increase). Excellent agreement (κ = 0.924) was seen in the classification of tweets across the 11 categories. Delegates primarily tweeted to create and disseminate notes and learning points (55%), describe which session was attended, undertake discussions, encourage speakers, and for social reasons. In addition, the conference organizers, trade exhibitors, speakers, and anesthetists who did not attend the conference all contributed to the Twitter stream. The combined total number of followers of those who actively tweeted represented a potential audience of 3603 people.
CONCLUSIONS:
This report demonstrates an increase in uptake and growth in the use of Twitter at an anesthetic conference and the review illustrates the opportunities and benefits for medical education in the future.

via Increased use of Twitter at a medical con… [J Med Internet Res. 2012] – PubMed – NCBI.

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MANUSCRIPT: Impact of interactive web-based education with mobile and email-based support of general practitioners on treatment and referral patterns of patients with atopic dermatitis: randomized controlled trial.

Abstract
BACKGROUND:
The effects of various educational strategies have been examined in continuing medical education. Web-based learning has emerged as an alternative to ordinary classroom lessons.
OBJECTIVE:
To investigate whether an interactive Web-based course including personal guidance via email or cellular phone texting may be used to improve practice behavior of general practitioners in the management of atopic dermatitis.
METHODS:
General practitioners from all over Norway were eligible for this randomized controlled educational trial. During a period of 6 months, doctors in the intervention group were offered the opportunity to participate in a Web-based course on the management of atopic dermatitis. This was combined with guidance via email or multimedia messaging service (MMS) through mobile phones from a dermatologist. In the control group there was no education or guidance. Main outcome measures were the duration of topical steroid treatment prescribed to patients with atopic dermatitis (primary outcome), number of treatment modalities, and number of referred patients.
RESULTS:
We enrolled 46 physicians: 24 doctors were allocated to the intervention group and 22 doctors to the control group. They reported a total of 190 patient treatments. There were no statistically significant differences in the duration of topical steroid treatment or number of treatment modalities between the groups. The lack of effect on the primary outcome may be due to attrition as 54% (13/24) of the participants did not complete the course. 42% (10/24) of physicians sent at least one educational request via email or MMS. While 11% (8/73) of treatment reports in the intervention group were referred to a health care specialist (eg, dermatologist or pediatrician), 30% (21/71) of treatment reports in the control group did so. This difference in the number of referrals was significant (P = .03).
CONCLUSIONS:
A Web-based educational intervention aimed at general practitioners combined with personal support can reduce the number of atopic dermatitis patient referrals to specialists.

via Impact of interactive web-based education… [J Med Internet Res. 2012] – PubMed – NCBI.

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ABSTRACT: A six step approach for developing computer based assessment in medical education.

Abstract
Assessment, which entails the systematic evaluation of student learning, is an integral part of any educational process. Computer-based assessment (CBA) techniques provide a valuable resource to students seeking to evaluate their academic progress through instantaneous, personalized feedback. CBA reduces examination, grading and reviewing workloads and facilitates training. This paper describes a six step approach for developing CBA in higher education and evaluates student perceptions of computer-based summative assessment at the College of Medicine, King Abdulaziz University. A set of questionnaires were distributed to 341 third year medical students (161 female and 180 male) immediately after examinations in order to assess the adequacy of the system for the exam program. The respondents expressed high satisfaction with the first Saudi experience of CBA for final examinations. However, about 50% of them preferred the use of a pilot CBA before its formal application; hence, many did not recommend its use for future examinations. Both male and female respondents reported that the range of advantages offered by CBA outweighed any disadvantages. Further studies are required to monitor the extended employment of CBA technology for larger classes and for a variety of subjects at universities.

via A six step approach for developing computer based … [Med Teach. 2013] – PubMed – NCBI.

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ABSTRACT: A qualitative study on trainees’ and supervisors’ perceptions of assessment for learning in postgraduate medical education.

Abstract
Introduction: Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. Aim: We aimed to explore trainees’ and supervisors’ perceptions of what factors determine active engagement in formative assessment. Methods: Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology. Results: Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver. Conclusion: Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.

via A qualitative study on trainees’ and supervisors’ … [Med Teach. 2013] – PubMed – NCBI.

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