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Author: Brian S McGowan, PhD

#CMEpalooza: “Data-Driven and Agile Educational Design: Ensuring Your Courses Intelligently Evolve”

Introduction:

In the formative days of continuing education (CE), when “producing” content was a specialized competency, educational planners had little choice but to develop content, package it into slides or a monograph or a video, and then sit back and hope it had the impact that was intended. But times have changed – the act of producing content is no longer a specialized competency – creating, refining, and optimizing content CAN BE done with little effort and this COULD significantly change the impact of an activity, an initiative, or an educational program. Supporters of medical education see the value in the idea that education content can be as relevant 12 months after it was launched as it was on day one. And, educational planners and faculty seem to genuinely understand how this simple innovation may allow them to educate and empower clinicians with much greater flexibility and fidelity.

Moderator
Brian McGowan, PhD, Chief Learning Officer & Co-Founder at ArcheMedX, Inc.

Panelists
Greselda Butler, CHCP — Manager, Professional Education, Otsuka America Pharmaceutical Inc.
Scott Weber, Co-CEO, Med-IQ

 

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RESOURCE: 5 Minutes With…Brian McGowan | CMEPALOOZA

First up this week in our “5 Minutes With…” series is Brian McGowan, PhD, Chief Learning Officer & Co-Founder at ArcheMedX, Inc. ArcheMedX is one of our gold-level sponsors, and they are sponsoring the lunchtime panel session Brian has put together on Data-Driven and Agile Educational Design: Ensuring Your Courses Intelligently Evolve. Brian has been part of every iteration of CMEpalooza and joins Karen Roy as the only members of the exclusive CMEpalooza Three-peat Club (note to Brian and Karen: remember to present your card and give Bruno the Bouncer the secret handshake when entering the club).

I’ll admit that this is closer to a “10 Minutes With…” interview, which I’m sure comes as no surprise to any of you who have spent time with Brian. He is an excellent presenter, always a pleasure to listen to, and does a really nice job telling his “CME story” and outlining his CMEpalooza Spring session. I think you will enjoy the extra few minutes we spent with him.

 

 

via 5 Minutes With…Brian McGowan | CMEPALOOZA.

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RESOURCE: Emerging Market Medical Education Goes Digital

A shortage of skilled health workers is an acute and ongoing problem in many emerging markets. Weak medical education systems bear a major part of the blame. But a big opportunity for rapid progress has emerged as online medical education becomes increasingly common. Doctors and nurses in even the poorest countries can now get much better training.

Medical education in emerging markets typically suffers from two problems. First, medical universities and residency programs rarely have enough qualified instructors, and sometimes lack access to modern curricula and equipment. Second, weak or nonexistent continuing medical education (CME) programs prevent health workers from later keeping their skills sharp…

via Emerging Market Medical Education Goes Digital – Forbes.

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RESOURCE: Using Learning Analytics To Improve Content Authoring

Why You Should Use Learning Analytics To Improve Content Authoring

As technology progresses, today’s learners expect more than ‘click next’ e-learning. With more options than ever before available to instructional designers and authoring tools boasting increasingly advanced capabilities, we are able to create our most sophisticated, effective e-learning content yet. With a growing appetite for personalized e-learning, how can we ensure that our content authoring enables us to give our learners what they want?

Choosing the right tool for content authoring

There are many tools available on the market claiming to offer access to learning analytics. However, in reality, much of this will only be outdated, surface-level SCORM data. While it can be useful to know how long it took someone to complete a course or who has not yet taken a module, there is much more we can do with this data. The newest e-learning content authoring tools come with advanced analytics functionality to allow us to understand trends in our data quickly and easily. This is the first step towards creating personalized learning. The more we know about our learners, the more tailored our learning experiences will be.

Learning analytics

Learning analytics are often overlooked, but are an invaluable way to help us make the most of our content authoring. Using data about our own learners gives us the opportunity to create learning which hones in on the specific requirements of our audience. For example, many tools now enable us to identify trends such as how many people in a certain country have completed our courses, what device types they are using (desktop, tablet or smartphone) or which specific questions people are struggling with. This helps inform our future projects for learning that better suits our target groups, with a view to achieving better results.

via Using Learning Analytics To Improve Content Authoring – eLearning Industry.

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RESOURCE: ROBERT GAGNE’S NINE STEPS OF INSTRUCTION: DO’S AND DON’TS IN E-LEARNING

In 1985, American educational psychologist Robert Gagne created a nine-step process of instructional design which can guide the process of learning. The process is called ‘The Events of Instruction’ where in each event has a definite purpose of supporting learning and leads to definite outcomes.

Gagne’s model can serve as guidelines to creating a result-oriented e-learning instructional design for workplace training too. Below are the Nine Events of Instruction and the Do’s and Don’ts that must be kept in mind:….

 

http://blog.originlearning.com/robert-gagnes-nine-steps-of-instruction-dos-and-donts-in-e-learning/

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RESOURCE: Using Active Learning More Important than Flipping the Classroom

An active learning approach produces the same student learning outcomes in both flipped and nonflipped classrooms, according to new research from Brigham Young University (BYU).In the flipped classroom model, students watch video lectures outside of class time and participate in active learning activities during class time. The approach has been growing in popularity, so researchers at BYU decided to test its effectiveness.

They created two freshman biology classes, one that used the flipped model and one that didn’t. Otherwise, the classes were nearly identical. They had the same instructor, lectures, assignments and activities. There were 55 students in one class and 53 in the other. They were taught one after another at the same time of day. And they used the same level of active learning in and out of the classroom, according to information from BYU. At the end of the semester, the exam results of both groups of students were equivalent….

via Research: Using Active Learning More Important than Flipping the Classroom — Campus Technology.

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ABSTRACT: Incentives and barriers regarding immunization against influenza and hepatitis of health care workers

A meeting of the Viral Hepatitis Prevention Board in Barcelona in November 2012 brought together health care professionals concerned with viral hepatitis and those concerned with other vaccine-preventable diseases (especially influenza) in order to share experiences and find ways to increase the protection of health care workers through vaccination. Despite the existence of numerous intergovernmental and national resolutions, recommendations or published guidelines, vaccine uptake rates in health care workers are often shockingly low and campaigns to increase those rates have been generally unsuccessful. Participants reviewed the numerous incentives and barriers to vaccine uptake. Reasons for low uptake range from lack of commitment by senior management of health facilities and unclear policies to lack of knowledge, and denial of risk. Positive factors included leadership, involvement of all concerned parties, reminders and peer pressure. Innovative approaches, including the use of social media, are needed. It was concluded that strategies should be modified appropriately to reach specific health care worker populations at risk and that policies for preventing infection of health care workers could include obligatory health checks to determine vaccination status or immunity. Further, mandatory vaccination of health care workers may be the only effective means in order to achieve high vaccination coverage rates. Suggested possible future activities included: refurbishment of the image of the occupation health profession; resolving the logistical problems of administering vaccine; elaborating policy on managing health care workers who have been vaccinated against hepatitis B at birth or in early childhood and who are now starting to work in the health professions; and embedding and applying policies on vaccination against vaccine-preventable diseases in all health care facilities and training institutions. Above all, national action plans need to be written, with the involvement of health care workers in their design and implementation.

via Incentives and barriers regarding immunization against influenza an… – PubMed – NCBI.

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MANUSCRIPT: Impact of organizations on healthcare-associated infections.

Resolving the challenges presented by healthcare-associated infections requires a ‘whole healthcare economy’ perspective encompassing the interactions between biological, therapeutic, and structural factors. The importance and influence of organizational characteristics is receiving increasing attention. This article reviews some keys features that can facilitate the success of patient safety initiatives related to healthcare-associated infections, and highlights areas for further consideration and research. The impact of guidelines and indicators is discussed, together with some challenges resulting from the need to maintain and sustain clinicians’ commitment to desired behaviour. Novel technology solutions such as electronic healthcare games and engagement with social media platforms may serve to support and reinforce traditional patient safety improvement initiatives. Recently published essential structural components and indicators of infection prevention and control programmes stress the need for comprehensive approaches that integrate multimodal and multidisciplinary solutions and strive to reinforce an organizational culture of patient safety.

via Impact of organizations on healthcare-associated infections. – PubMed – NCBI.

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ABSTRACT: An implementation science perspective on psychological science and cancer: What is known and opportunities for research, policy, and practice

We discuss the role of implementation science in cancer and summarize the need for this perspective. Following a summary of key implementation science principles and lessons learned, we review the literature on implementation of cancer prevention and control activities across the continuum from prevention to palliative care. We identified 10 unique relevant reviews, four of which were specific to cancer. Multicomponent implementation strategies were found to be superior to single-component interventions, but it was not possible to draw conclusions about specific strategies or the range of conditions across which strategies were effective. Particular gaps identified include the need for more studies of health policies and reports of cost, cost-effectiveness, and resources required. Following this review, we summarize the types of evidence needed to make research findings more actionable and discuss emerging implementation science opportunities for psychological research on cancer prevention and control. These include innovative study designs (i.e., rapid learning designs, simulation modeling, comparative effectiveness, pragmatic studies, mixed-methods research) and measurement science (i.e., development of context-relevant measures; practical, longitudinal measures to gauge improvement; cost-effectiveness data; and harmonized patient report data). We conclude by identifying a few grand challenges for psychologists that if successfully addressed would accelerate integration of evidence into cancer practice and policy more consistently and rapidly

via An implementation science perspective on psychological science and … – PubMed – NCBI.

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RESOURCE: 8 Highly Useful Google Drive Extensions for Teachers

Google Drive is an excellent tool for teachers. It is free, and offers a wide variety of useful functionalities for digital documents. Teachers can use it to create tests and quizzes, or to store and share documents with students and colleagues.

The service also has some great capabilities in Google Draw  for creating mind maps and diagrams.  It’s already very popular in classrooms, so we definitely recommend that you explore its features.

Not only is Google Drive itself, an amazing cloud storage service, but it’s also possible to use it with a wide set of extensions. You can see a list of all available extensions by going to Google Chrome’s web store.

We have compiled a list of 8 extensions that we found to be the most useful….

via 8 Highly Useful Google Drive Extensions for Teachers – EdTechReview™ (ETR).

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