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Author: Brian S McGowan, PhD

ABSTRACT: Twelve tips for teaching with concept maps in medical education.

Abstract
Background: Concept maps have been used as a learning tool in a variety of educational setting and provide an opportunity to explore learners’ knowledge structures and promote critical thinking and understanding. Concept mapping is an instructional strategy for individual and group learning that involves integration of knowledge and creation of meaning by relating concepts. Aims: The following tips outline an approach to foster meaningful learning using concept maps. Methods: A total of 12 tips on the use and applications of concept mapping based on the authors’ experiences and the available literature. Results: The 12 tips provide an overview of the theoretical framework and structure of concept maps, suggesting specific uses, and applications in medical education. Conclusions: We describe different types of concept maps based on learners’ task, and how they can be utilized in different educational settings. We provide ideas for educators to integrate this novel educational resource in their teaching and educational practices. Medical educators can utilize concept maps to detect students’ misunderstandings of concepts and to identify knowledge gaps that need to be corrected. Finally, we outline the potential role of concept maps as an assessment tool.

via Twelve tips for teaching with concept maps in medi… [Med Teach. 2013] – PubMed – NCBI.

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MANUSCRIPT: owards Web 3.0: Taxonomies and ontologies for medical education – a systematic review.

Abstract
Both for curricular development and mapping, as well as for orientation within the mounting supply of learning resources in medical education, the Semantic Web (“Web 3.0”) poses a low-threshold, effective tool that enables identification of content related items across system boundaries. Replacement of the currently required manual with an automatically generated link, which is based on content and semantics, requires the use of a suitably structured vocabulary for a machine-readable description of object content. Aim of this study is to compile the existing taxonomies and ontologies used for the annotation of medical content and learning resources, to compare those using selected criteria, and to verify their suitability in the context described above. Based on a systematic literature search, existing taxonomies and ontologies for the description of medical learning resources were identified. Through web searches and/or direct contact with the respective editors, each of the structured vocabularies thus identified were examined in regards to topic, structure, language, scope, maintenance, and technology of the taxonomy/ontology. In addition, suitability for use in the Semantic Web was verified. Among 20 identified publications, 14 structured vocabularies were identified, which differed rather strongly in regards to language, scope, currency, and maintenance. None of the identified vocabularies fulfilled the necessary criteria for content description of medical curricula and learning resources in the German-speaking world. While moving towards Web 3.0, a significant problem lies in the selection and use of an appropriate German vocabulary for the machine-readable description of object content. Possible solutions include development, translation and/or combination of existing vocabularies, possibly including partial translations of English vocabularies.

via Towards Web 3.0: Taxonomies and ontologies… [GMS Z Med Ausbild. 2013] – PubMed – NCBI.

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MANUSCRIPT: Assessment in undergraduate medical education: a review of course exams.

Abstract
Introduction: The purpose of this study is to describe an approach for evaluating assessments used in the first 2 years of medical school and report the results of applying this method to current first and second year medical student examinations. Methods: Three faculty members coded all exam questions administered during the first 2 years of medical school. The reviewers discussed and compared the coded exam questions. During the bi-monthly meetings, all differences in coding were resolved with consensus as the final criterion. We applied Moore’s framework to assist the review process and to align it with National Board of Medical Examiners (NBME) standards. Results: The first and second year medical school examinations had 0% of competence level questions. The majority, more than 50% of test questions, were at the NBME recall level. Conclusion: It is essential that multiple-choice questions (MCQs) test the attitudes, skills, knowledge, and competency in medical school. Based on our findings, it is evident that our exams need to be improved to better prepare our medical students for successful completion of NBME step exams.

via Assessment in undergraduate medical educatio… [Med Educ Online. 2013] – PubMed – NCBI.

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MANUSCRIPT: Team-based Learning Using an Audience Response System: A Possible New Strategy for Interactive Medical Education.

AbstractFollowing the “Guidelines for reporting TBL” by Haidet et al, we report on a team-based learning TBL course we adopted for our 4th-year students in 2011. Our TBL course is a modified version of the one suggested in the guidelines, but its structure generally follows the core elements described therein. Using an audience response system ARS, we were able to obtain individual and group readiness assurance test scores immediately and give instant feedback to the students. Instructors were thus able to monitor students understanding in real time and so appreciated the system, which supports interactive classes even in large classrooms. However, TBL is teacher-oriented, and students were less appreciative of ARS, because they recognized that it could be easily used for grading. Nevertheless, we believe that a combination of TBL, and problem-based learning in a mature design can improve both motivation and understanding among learners.

via Team-based Learning Using an Audience Respo… [J Nippon Med Sch. 2013] – PubMed – NCBI.

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ABSTRACT: Education 2.0 – How has social media and Web 2.0 been integrated into medical education? A systematical literature review.

Abstract in English, German
Present-day students have grown up with considerable knowledge concerning multi-media. The communication modes they use are faster, more spontaneous, and independent of place and time. These new web-based forms of information and communication are used by students, educators, and patients in various ways. Universities which have already used these tools report many positive effects on the learning behaviour of the students. In a systematic literature review, we summarized the manner in which the integration of Social Media and Web 2.0 into education has taken place. A systematic literature search covering the last 5 years using MeSH terms was carried out via PubMed. Among the 20 chosen publications, there was only one German publication. Most of the publications are from the US and Great Britain. The latest publications report on the concrete usage of the tools in education, including social networking, podcasts, blogs, wikis, YouTube, Twitter and Skype. The integration of Web 2.0 and Social Media is the modern form of self-determined learning. It stimulates reflection and actively integrates the students in the construction of their knowledge. With these new tools, the students acquire skills which they need in both their social and professional lives.

via Education 2.0 – How has social media and W… [GMS Z Med Ausbild. 2013] – PubMed – NCBI.

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ABSTRACT: “PULS.” – a Blog-based Online-Magazine for Students of Medicine of the Goethe University Frankfurt.

Abstract in English, German
In the context of nationwide protests 2009 also students of the faculty of medicine/dentistry at Goethe-University in Frankfurt demanded more transparency and communication. To satisfy these demands, a web 2.0-tool offered an innovative solution: A blog-based online-magazine for students and other faculty-members. The online-magazine “PULS.” is realized with the share-ware blog-software (wordpress version 3.1.3) and is conceived and written by an online-journalist. “PULS.” is available from https://newsmagazin.puls.med.uni-frankfurt.de/wp/. The articles are generated from own investigations and from ideas of different groups of the faculty- deanship, students and lecturers. A user-analysis is conducted with the open-source software Piwik and considers the data security. Additionally, every year an anonymous online-user-survey (Survey Monkey) is conducted. “PULS.” is continuously online since 14.02.2010 and has published 806 articles (state: 27.11.2012) and has about 2400 readers monthly. The content focuses on the needs of Frankfurt medical students. The close cooperation with different groups of the faculty – deanship, students and lecturers – furthermore guarantees themes relevant to the academic faculty. “PULS.” flanks complex projects and decisions with background-information and communicates them understandable. The user-evaluation shows a growing number of readers and a high acceptance for the online-magazine, its themes and its style. The web 2.0-tool “Blog” and the web-specific language comply with media habits of the main target group, the students of the faculty medicine/dentistry. Thus, “PULS.” has proven as a suitable and strategic instrument. It pushes towards a higher transparency, more communication and a stronger identification of the students with their faculty.

via “PULS.” – a Blog-based Online-Magazine for… [GMS Z Med Ausbild. 2013] – PubMed – NCBI.

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ABSTRACT: Is there a “net generation” in veterinary medicine? A comparative study on the use of the Internet and Web 2.0 by students and the veterinary profession.

Abstractin English, German
Informal and formal lifelong learning is essential at university and in the workplace. Apart from classical learning techniques, Web 2.0 tools can be used. It is controversial whether there is a so-called net generation amongst people under 30. To test the hypothesis that a net generation among students and young veterinarians exists. An online survey of students and veterinarians was conducted in the German-speaking countries which was advertised via online media and traditional print media. 1780 people took part in the survey. Students and veterinarians have different usage patterns regarding social networks (91.9% vs. 69%) and IM (55.9% vs. 24.5%). All tools were predominantly used passively and in private, to a lesser extent also professionally and for studying. The use of Web 2.0 tools is useful, however, teaching information and media skills, preparing codes of conduct for the internet and verification of user generated content is essential.

via Is there a “net generation” in veterinary … [GMS Z Med Ausbild. 2013] – PubMed – NCBI.

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RESOURCE: Is It Time To Get on Twitter?

Late one night in 2011, University of Buffalo pediatric surgeon Philip Glick, MD, received a call from his resident on call, telling him that a child who had been on extracorporeal membrane oxygenation (ECMO) for several days, now had air tracking back through the venous cannula.

Dr. Glick, a professor of surgery, pediatrics, OB/GYN and management, rushed to the pediatric ICU and his team gathered around the child’s bed. Everyone was baffled; no one, including Dr. Glick, had seen anything like it. The only option he could come up with was to turn off the ventilator, as the child also was on heart-lung bypass support.

“It was 4:30 in the morning,” he said, recounting the story during a session of the 2012 Clinical Congress of the American College of Surgeons (ACS). “The sun was about to come up. I was very tired. I called the ECMO hotline; no explanation. I did a PubMed search; nothing published. Lastly, I sent out a tweet asking if anyone in the universe had had a patient with pertussis on ECMO who had what I was describing as a pulmonary bronchial pulmonary artery fistula.”

When Dr. Glick woke up a few hours later, he’d received an answer from a surgeon from the Karolinska Institute in Sweden. “He had a series of patients, yet to be published, with pertussis who had similar experiences and he said ‘what you may have is a patient with a totally necrotic lung.’”

That is a real-life example of how Twitter can help surgeons access information not readily available from traditional sources, Dr. Glick said. “This surgeon hadn’t even published this information yet. He knew exactly what was wrong, exactly what I should do and I shared it with my patient and [the child’s] family who needed it.”

via General Surgery News Mobile.

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ABSTRACT: Understanding trust formation in digital information sources: The case of Wikipedia

Abstract

This article contributes to knowledge on how users establish the trustworthiness of digital information. An exploratory two-stage study was conducted with Master’s and undergraduate students in information studies. In the first phase of the study respondents commented on the factors and processes associated with trust formation. Participants commented on authorship and references, quality of writing and editing, and verification via links to external reference sources. Findings from the second phase, based on a checklist, suggested that participants relied on a range of factors when assessing the trustworthiness of articles, including content factors such as authorship, currency and usefulness together with context factors such as references, expert recommendation and triangulation with their own knowledge. These findings are discussed in the light of previous related research and recommendations for further research are offered.

via Understanding trust formation in digital information sources: The case of Wikipedia.

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ABSTRACT: Finding more trustworthy answers: Various trustworthiness factors in question answering

Abstract

In the recent explosion of Web information, it is important to find not only appropriate, but also more trustworthy answers to user questions. This paper proposes an improved ranking model for question answering (QA) which is focused on various answer trustworthiness factors. Contrary to past research that simply focused on document quality, we have identified three different answer trustworthiness factors in multiple layers of answering processes: document quality, authority and reputation of answer sources, and appropriateness of answering method for a given question. Each of these factors is used in the answer selection as an input to the ranking scheme that can be tuned for the confidence value for a particular answer candidate. Through several experiments, we analysed the efficacy of our QA model from two points of view: indexing and answering. In indexing, distilling unreliable documents brings not only a 96% reduction in document size but also a 92% speed increase in indexing time. To reveal the effect of trustworthiness factors in answering, we conducted several experiments to determine the optimum combination of weights of sub-features for trustworthiness factors. Finally, the proposed method using all answer trustworthiness factors obtained an improvement in effectiveness over the simple routing QA by 150% in Top1. We also investigated improvement impacts according to answer trustworthiness factors.

via Finding more trustworthy answers: Various trustworthiness factors in question answering.

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