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Author: Brian S McGowan, PhD

Elsevier Office of Continuing Medical Education, AcademicCME, and ArcheMedX Announce Collaboration

To improve the meaningful impact of CME; Elsevier and AcademicCME will develop a new online CME model powered by the ArcheMedX connected learning platform.

Philadelphia, PA (PRWEB) March 12, 2013

Elsevier’s Office of Continuing Medical Education (EOCME) announced today a collaborative partnership with AcademicCME and ArcheMedX to deliver innovative, comprehensive continuing medical education (CME) programs powered by the ArcheMedX Learning Architecture, an informatics-driven, connected learning platform.

“We are pleased to be able to partner with such a highly regarded medical education company with deep expertise in so many therapeutic areas and look forward to leveraging the ArcheMedX platform to support these high-quality programs. Our partnership with the team at AcademicCME has allowed us to create and distribute a series of medical education programs through a variety of Elsevier-owned channels. Time after time the practical content that AcademicCME generates has been very well received by our community of learners,” commented Sandy Breslow, Director of the EOCME.

As Dr. Timothy Hayes, President of AcademicCME, explains, “By partnering with EOCME, we are building upon our past successes and look forward to enhancing and expanding our collective CME offerings. And with ArcheMedX powering the new online CME model, we will be able to seamlessly connect the educational content we develop with the broad library of content published and owned by Elsevier.”

Access to the new programs will begin in late spring for Elsevier’s registered learners. To learn more about the new CME programs and how the ArcheMedX platform and connected learning tools are being leveraged, please contact Sandy Breslow or Dr. Timothy Hayes. For additional information on ArcheMedX, please contact Joel Selzer, Co-Founder & CEO, at ArcheMedX.

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About Elsevier and the Elsevier Office of CME
As the world’s leading provider of science and health information, Elsevier serves more than 30 million scientists, students and health and information professionals worldwide. By partnering with a global community of 7,000 journal editors, 70,000 editorial board members, 300,000 reviewers and 600,000 authors Elsevier advances science and health by providing world-class information and innovative tools that support critical decisions, enhance productivity and improve outcomes. The mission of the Elsevier Office of CME is to plan, develop and implement educational interventions that align with the needs of health care providers to improve clinical competence, performance, and measurable patient outcomes. Visit http://www.elseviercme.com for more information.

About AcademicCME
AcademicCME is a physician/educator-lead, healthcare solutions medical education company designed to impact practice behavior and thus patient outcomes. AcademicCME leadership draws on the more than 45 years of clinical experience of its staff physicians in clinical practice and education, which provides a unique understanding of the dynamics between physician behavior, patient care and practice-based educational needs. Visithttp://www.academiccme.com for more information.

About ArcheMedX
ArcheMedX is a healthcare informatics and e‐learning technology company with the singular mission to build the structure required to transform medical education through new connected learning and assessment models. By engineering an informatics‐powered architecture that organizes and connects the natural learning actions of clinicians in one system, ArcheMedX simplifies lifelong learning and streamlines the process of educational planning, assessment and support. Visit https://archemedxinc.wpengine.com for more information.

View the full release at PRWeb

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MANUSCRIPT: Advancing Teaching and Learning In Medical Education Through The Use of Concept Maps

Abstract. The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Sixty-three students were taught to use concept mapping as a learning strategy at the beginning of their internal medicine rotation. The first and final concept maps created by these students were collected and scored. Results indicate that there was a significant difference in the concept map scores of students during their clerkship rotation. Implications for teaching and learning in medical education are drawn

http://cmc.ihmc.us/cmc2006Papers/cmc2006-p40.pdf

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MANUSCRIPT: The Theory Underlying Concept Maps and How To Construct Them

Concept maps are tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts or propositions, indicated by a connecting line between two concepts. Words on the line specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %. Propositions are statements about some object or event in the universe, either naturally occurring or constructed. Propositions contain two or more concepts connected with other words to form a meaningful statement. Sometimes these are called semantic units,or units of meaning

http://www.stanford.edu/dept/SUSE/projects/ireport/articles/concept_maps/The Theory Underlying Concept Maps.pdf

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RESOURCE: Group work advice for MOOC providers

The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. With 20 students in a class, limited options exist for forming sub-networks. When you have 5,000 students, new configurations are possible.

The “new pedagogical models” (A Silicon Valley term meaning: we didn’t read the literature and still don’t realize that these findings are two, three, or more decades old) being discovered by MOOC providers supports what most academics and experienced teachers know about learning: it’s a social, active, and participatory process.

The current MOOC providers have adopted a regressive pedagogy: small scale learning chunks reminiscent of the the heady days of cognitivism and military training. Ah, the 1960′s. What a great time to be a learner.

In order to move past this small chunk model of learning, MOOC providers will need to include problem based learning and group learning in their offerings. That won’t be easy. MOOCs have high dropout rates. Which means that if you’re assigned to a group of 10 learners, by the end of the course, you’ll be the only one left.

via elearnspace › Group work advice for MOOC providers.

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RESOURCE: Then and Now: Education Technology in 1963 vs 2013 | EdTech Magazine

John F. Kennedy made a strong push for education reform focused on science and technology during his presidency. His enthusiasm for STEM education was fueled, in part, by the Soviet Union’s 1957 launch of Sputnik.

When Lyndon B. Johnson was sworn in hours after Kennedy’s death he maintained the momentum behind Kennedy’s mission to boost the government’s support of STEM education.

Nine presidents later, the United States is in the midst of a new “Sputnik Moment” sparked by the country’s low global rankings in math and science. As of 2012, American students rank 31st in mathematics and 23rd in science.

Change may be a constant force in life, but how constant has change been in America’s education system when it comes to technology?

Here’s a brief look at how ed-tech has changed since 1963

via Then and Now: Education Technology in 1963 vs 2013 | EdTech Magazine.

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ABSTRACT: Developing a national collaborative of medical educators who lead clinical skills courses.

Abstract
BACKGROUND:
The majority of US medical schools now have pre-clerkship clinical skills (PCCS) courses. Course directors for these often logistically complicated courses may be in different medical specialties and, historically, have had few formal opportunities for communication and collaboration with their counterparts at other institutions. As such, we hypothesized that leaders of PCCS courses would benefit from a national network.
SUMMARY:
In this paper, we outline the methodology used to form a national collaborative from grass roots interest. Over three years, a self-identified eleven-person task force with national representation has created an organization for PCCS course directors from US medical schools called Directors Of Clinical Skills courses (DOCS) that meets annually.
CONCLUSIONS:
Through iterative presentations at regional and national medical education meetings, we have produced an inventory of educational issues for those developing, administering, and evaluating PCCS courses. Further development of this nascent organization is ongoing. Our process is generalizable.

via Developing a national collaborative of medic… [Teach Learn Med. 2012] – PubMed – NCBI.

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ABSTRACT: Assessing the academic and professional needs of trauma nurse practitioners and physician assistants

Abstract
Because of multiple changes in the health care environment, the use of services of physician assistants (PAs) and nurse practitioners (NPs) in trauma and critical care has expanded. Appropriate training and ongoing professional development for these providers are essential to optimize clinical outcomes. This study offers a baseline assessment of the academic and professional needs of the contemporary trauma PAs/NPs in the United States. A 14-question electronic survey, using SurveyMonkey, was distributed to PAs/NPs at trauma centers identified through the American College of Surgeons Web site and other online resources. Demographic questions included trauma center level, provider type, level of education, and professional affiliations. Likert scale questions were incorporated to assess level of mentorship, comfort level with training, and individual perceived needs for academic and professional development. There were 120 survey respondents: 60 NPs and 60 PAs. Sixty-two respondents (52%) worked at level I trauma centers and 95 (79%) were hospital-employed. Nearly half (49%) reported working in trauma centers for 3 years or less. One hundred nineteen respondents (99%) acknowledged the importance of trauma-specific education; 98 (82%) were required by their institution to obtain such training. Thirty-five respondents (32%) reported receiving $1000 per year or less as a continuing medical education benefit. Insufficient mentorship, professional development, and academic development were identified by 22 (18%), 16 (13%), and 30 (25%) respondents, respectively. Opportunities to network with trauma PAs/NPs outside their home institution were identified as insufficient by 79 (66%). While PAs/NPs in trauma centers recognize the importance of continued contemporary trauma care and evidence-based practices, attending trauma-related education is not universally required by their employers. Financial restrictions may pose an additional impediment to academic development. Therefore, resource-efficient opportunities should be a prime consideration for advanced practitioners education, especially since half of the reported workforce has 3 years or less experience. The Eastern Association of Trauma and other organizations can provide an ideal venue for mentorship, academic development, and networking that is vital to PA/NP professional development and, ultimately, quality patient care.

via Assessing the academic and professional needs … [J Trauma Nurs. 2013] – PubMed – NCBI.

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MANUSCRIPT: Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting.

Abstract
Problem-based learning (PBL) was originally introduced in medical education programs as a form of small-group learning, but its use has now spread to large undergraduate classrooms in various other disciplines. Introduction of new teaching techniques, including PBL-based methods, needs to be justified by demonstrating the benefits of such techniques over classical teaching styles. Previously, we demonstrated that introduction of tutor-less PBL in a large third-year biochemistry undergraduate class increased student satisfaction and attendance. The current study assessed the generic problem-solving abilities of students from the same class at the beginning and end of the term, and compared student scores with similar data obtained in three classes not using PBL. Two generic problem-solving tests of equal difficulty were administered such that students took different tests at the beginning and the end of the term. Blinded marking showed a statistically significant 13% increase in the test scores of the biochemistry students exposed to PBL, while no trend toward significant change in scores was observed in any of the control groups not using PBL. Our study is among the first to demonstrate that use of tutor-less PBL in a large classroom leads to statistically significant improvement in generic problem-solving skills of students.

via Improvement in Generic Problem-Solving Abi… [CBE Life Sci Educ. 2013] – PubMed – NCBI.

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MANUSCRIPT: Concept mapping enhances learning of biochemistry.

Abstract
Background: Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Methods: Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Results: Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13-8.28 vs. 12.33-13.93, p<0.001). The students gave high positive ratings for the innovative course (93-100% agreement). Conclusion: The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry.

via Concept mapping enhances learning of biochem… [Med Educ Online. 2013] – PubMed – NCBI.

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ABSTRACT: Medical education in an electronic health record-mediated world.

Abstract
This paper reflects on the extent to which we are preparing learners for practice in an electronic health record (EHR)-mediated world. We are currently training the last generation to remember a world without the Internet and the first who will practice in a largely EHR-mediated practice environment. We undertook a thematic review of the literature connecting medical education with e-health using the concepts of ‘electronic health record’ or ‘electronic medical record’ as a proxy for the broader notion of e-health. Our findings are more equivocal and cautious than earlier commentators might have expected and while there are examples of good practice and successful integration, the majority of articles we reviewed raised issues and problems with the current links between EHRs and medical education. Medical professionals in particular are quite ambivalent about many of the changes brought about by EHRs, and in the absence of changes in perception and practice it is likely that the connections between medical education and e-health will continue to be problematic. We hope that this paper will lead to an improved understanding of these problems and will serve to advance the discourse on how medical education should engage with the world of e-health and the world of e-health with medical education.

via Medical education in an electronic health record-m… [Med Teach. 2013] – PubMed – NCBI.

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