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Author: Brian S McGowan, PhD

RESOURCE: 10 Tips to Be a Great Online Teacher

Teaching online is the new Holy Grail for many young K-12 educators. They dream about how wonderful it would be to spend part of their day working from home and conduct meaningful interactions with students online while preparing dinner. To them, teaching online means never having to be anywhere at any particular time, never having to wear uncomfortable and never being asked a question without having time to research the answer.

Nevertheless, the grass is not necessarily greener on the other side of the network connection. While online teaching offers many rewards for instructors, it takes a special set of skills and attitudes to excel at it. Here are 10 tips you shall need to be a successful online teacher:

via 10 Tips to Be a Great Online Teacher – EdTechReview™ (ETR).

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RESOURCE: Social Bookmarking Site for E-Learning Professionals

Content curation is the process of discovering, organizing and sharing quality online content. As we know there are numerous resources online for any topic, so, content curation becomes a key component in the process of learning. Content curation follows 5 steps basically from collecting the most relevant resources to organizing historical information by time.

Why content curation is important?

Content curation brings insights or key points to the forefront.
It ensures quality of content and ease of understanding of a particular topic.
It distills vast information and builds authority.
Great learning starts from curating great content. Especially for e-learning professionals and other educational stakeholders, content curation is at heart.

And today, we all do realize the importance of social learning, a part of which is Social bookmarking. Now, just imagine how effective it would be if you’ve an online platform to explore, bookmark, exchange and share the best curated e-learning content. ELearningTags makes your dream come true by bringing a great content platform which allows social bookmarking.

via eLearningTags.com – Social Bookmarking Site for E-Learning Professionals – EdTechReview™ (ETR).

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RESOURCE: List of EdTech Events Across the Globe Educators Must Know About

Educational Technologies are trending all over the world. EdTech enthusiasts are trying to find as many as possible technological approaches that help the education system to grow and improve. For all such educators, administrators, students and parents, we bring some of the best EdTech events around the world, that are about to commence

via List of EdTech Events Across the Globe Educators Must Know About – EdTechReview™ ETR.

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ABSTRACT: A Randomized Trial of Two e-Learning Strategies for Teaching Substance Abuse Management Skills to Physicians

PURPOSE:To compare the educational effectiveness of two virtual patient VP-based e-learning strategies, versus no training, in improving physicians substance abuse management knowledge, attitudes, self-reported behaviors, and decision making.METHOD:The 2011-2012 study was a posttest-only, three-arm, randomized controlled trial in 90 resident and 30 faculty physicians from five adult medicine primary care training programs. The intervention was one of two 2-hour VP-based e-learning programs, designed by national experts to teach structured screening, brief interventions, referral, and treatment skills. One used traditional problem solving with feedback unworked example, and the other incorporated an expert demonstration first, followed by problem solving with feedback worked example. The main outcome measure was performance on the Physicians Competence in Substance Abuse Test P-CSAT, maximum score = 315, a self-administered, previously validated measure of physicians competence in managing substance abuse. The survey was completed at the outset of the study and two months later.RESULTS:Overall P-CSAT scores were virtually identical 202-211, P > .05 between both intervention groups and the no-training control group at both times. Average faculty P-CSAT scores 221.9, 224.6 were significantly higher P < .01 than resident scores 203.7, 202.5 at both times.CONCLUSIONS:This study did not provide evidence that a brief, worked example, VP-based e-learning program or a traditional, unworked, VP-based e-learning program was superior to no training in improving physicians substance abuse management skills. The study did provide additional evidence that the P-CSAT distinguishes between physicians who should possess different levels of substance abuse management skills.

via A Randomized Trial of Two e-Learning Strategies for… [Acad Med. 2013] – PubMed – NCBI.

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A New Era in Online Learning: The Launch of ArcheViewer-Powered Medical Education

We are thrilled to announce that in coordination with our partners (Prova Education, ReachMD, AcademicCME, and Elsevier), we have launched the first eight lessons powered by the ArcheViewer! These practical case-based and video-based lessons have been uniquely designed to meet the educational and learning action needs of neurologists, cardiologists, hepatologists, endocrinologists, gastro-enterologists, hospitalists, and family physicians. In addition, we have made terrific progress with another partner, New Jersey Academy of Physicians, to create the first Virtual Course launching later this year.

Hyponatremia Management Lesson

Together with our Partners we have come a long way, but this is just the beginning. With the launch of these programs, our Partners can now engage learners in real-time and rapidly update and modify their educational content to ensure that it remains timely and relevant throughout the duration of the accreditation period. Following each program launch, Partners can integrate new and emerging data and learning objects into their lessons and begin to dynamically “nudge” learners using our real-time assessment model and simplified authoring tools.

To learn more about our progress and expanding capabilities, please visit the newly launched ArcheMedX website. In addition to detailed information covering our Solutions, Educational Programs, and the ArcheMedX Platform, you can now access over 1,000 articles, abstracts, resources, and tools in the ArcheMedX Resource Center.

Following these launches and with each new learner audience engaged, we will be accumulating mountains of data on clinician learning which will allow us to achieve the base mission of the ArcheMedx Research Program: enabling medical educators to move beyond asking ‘did our programs work?’ and begin measuring, ‘why (or how) did our programs succeed?’

Sample analytics Image 0101BSM

This is truly an exciting time, not only for the ArcheMedx team and our Partners, but also for the community of healthcare professionals engaging with this new model for learning! If you are interested in partnering with us to enhance your educational programs and to explore new research models, please do not hesitate to reach out to me directly.

All the best,

Brian

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RESOURCE: 17 Tech Terms Connected Educators Must Know

From time to time, I find myself saying ridiculous things. Ridiculous in the ‘I grew up in the ’80′s’ sort of sense. Specifically, I have a hard time saying ‘record’ in reference to a TV show or movie, and instead I am inadvertently old-school and often refer to it as ‘videotaping’. I know, I know. No one has owned a VCR in years except for my grandma. But when I came across this handy visual it brought to mind things that truly connected educators should probably know before the upcoming school year, I was happy to see that I’m not the only one that needs to update my colloquial vocabulary. Even people much younger than me are losing some quite commonly spoken words as technology changes. What to know what to wipe out of your vocab to help keep yourself from looking like you live in the dark ages?

via 17 Tech Terms Connected Educators Must Know – Edudemic – Edudemic.

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ABSTRACT: The Evolving Role of Online Virtual Patients in Internal Medicine Clerkship Education Nationally.

PURPOSE:
Despite the significant resources required to develop and maintain virtual patient (VP) programs, little is known about why this innovation has been adopted and how it is implemented. Understanding needs and implementation strategies is important for effective curriculum planning.
METHOD:
In 2009 and 2011, surveys were offered to 110 U.S. internal medicine clerkship directors regarding their goals for adoption of Simulated Internal Medicine Patient Learning Experience VPs. In 2011, respondents were asked how they implemented VPs in their curricula. Results were analyzed using chi-square and Fisher exact test.
RESULTS:
Responses were obtained from 33 clerkship directors in 2009 and 45 in 2011. Comparing 2009 with 2011, improving students’ knowledge (29/33 [88%] versus 40/45 [91%]), differential diagnoses (27/33 [82%] versus 38/45 [86%]), and ability to identify key findings (26/33 [79%] versus 38/45 [86%]) remained somewhat or very important reasons for adopting VPs. Meeting Liaison Committee on Medical Education ED-2 (31/33 [94%] versus 33/45 [73%], P = .011) and ED-8 requirements (25/33 [76%] versus 25/45 [56%], P = .004) declined in importance. Eight of 38 (21%) replaced a learning activity with VPs, 9/38 (24%) integrated VPs into other learning activities, and 21/38 (55%) simply added VPs onto their curricula.
CONCLUSIONS:
This large, multi-institutional study reports national trends in VP adoption and integration. Meeting cognitive learning objectives remained an important reason for adopting VPs, whereas meeting regulatory requirements decreased significantly in importance. Opportunities remain for more systematically integrating VPs into clerkship curricula. Clarifying the changing goals may help with this process.

via The Evolving Role of Online Virtual Patients in Int… [Acad Med. 2013] – PubMed – NCBI.

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ABSTRACT: Developing Physicians as Catalysts for Change

Failures in care coordination are a reflection of larger systemic shortcomings in communication and in physician engagement in shared team leadership. Traditional medical care and medical education neither focus on nor inspire responses to the challenges of coordinating care across episodes and sites. The authors suggest that the absence of attention to gaps in the continuum of care has led physicians to attempt to function as the glue that holds the health care system together. Further, medical students and residents have little opportunity to provide feedback on care processes and rarely receive the training and support they need to assess and suggest possible improvements.The authors argue that this absence of opportunity has driven cynicism, apathy, and burnout among physicians. They support a shift in culture and medical education such that students and residents are trained and inspired to act as catalysts who initiate and expedite positive changes. To become catalyst physicians, trainees require tools to partner with patients, staff, and faculty; training in implementing change; and the perception of this work as inherent to the role of the physician.The authors recommend that medical schools consider interprofessional training to be a necessary component of medical education and that future physicians be encouraged to grow in areas outside the “purely clinical” realm. They conclude that both physician catalysts and teamwork are essential for improving care coordination, reducing apathy and burnout, and supporting optimal patient outcomes.

via Developing Physicians as Catalysts for Change. [Acad Med. 2013] – PubMed – NCBI.

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ABSTRACT: The Challenge of Promoting Professionalism Through Medical Ethics and Humanities Education

Given recent emphasis on professionalism training in medical schools by accrediting organizations, medical ethics and humanities educators need to develop a comprehensive understanding of this emphasis. To achieve this, the Project to Rebalance and Integrate Medical Education (PRIME) II Workshop (May 2011) enlisted representatives of the three major accreditation organizations to join with a national expert panel of medical educators in ethics, history, literature, and the visual arts. PRIME II faculty engaged in a dialogue on the future of professionalism in medical education. The authors present three overarching themes that resulted from the PRIME II discussions: transformation, question everything, and unity of vision and purpose.The first theme highlights that education toward professionalism requires transformational change, whereby medical ethics and humanities educators would make explicit the centrality of professionalism to the formation of physicians. The second theme emphasizes that the flourishing of professionalism must be based on first addressing the dysfunctional aspects of the current system of health care delivery and financing that undermine the goals of medical education. The third theme focuses on how ethics and humanities educators must have unity of vision and purpose in order to collaborate and identify how their disciplines advance professionalism. These themes should help shape discussions of the future of medical ethics and humanities teaching.The authors argue that improvement of the ethics and humanities-based knowledge, skills, and conduct that fosters professionalism should enhance patient care and be evaluated for its distinctive contributions to educational processes aimed at producing this outcome.

via The Challenge of Promoting Professionalism Through … [Acad Med. 2013] – PubMed – NCBI.

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ABSTRACT: Does Medical Training Promote or Deter Self-Directed Learning? A Longitudinal Mixed-Methods Study

PURPOSE:
The School of Medicine, University of Saskatchewan curriculum promotes self-direction as one of its learning philosophies. The authors sought to identify changes in self-directed learning (SDL) readiness during training.
METHOD:
Guglielmino’s SDL Readiness Scale (SDLRS) was administered to five student cohorts (N = 375) at admission and the end of every year of training, 2006 to 2010. Scores were analyzed using repeated-measurement analysis. A focus group and interviews captured students’ and instructors’ perceptions of self-direction.
RESULTS:
Overall, the mean SDLRS score was 230.6; men (n = 168) 229.5; women (n = 197) 232.3, higher than in the average adult population. However, the authors were able to follow only 275 students through later years of medical education. There were no significant effects of gender, years of premedical training, and Medical College Admission Test scores on SDLRS scores. Older students were more self-directed. There was a significant drop in scores at the end of year one for each of the cohorts (P < .001), and no significant change to these SDLRS scores as students progressed through medical school. Students and faculty defined SDL narrowly and had similar perceptions of curricular factors affecting SDL.
CONCLUSIONS:
The initial scores indicate high self-direction. The drop in scores one year after admission, and the lack of change with increased training, show that the current educational interventions may require reexamination and alteration to ones that promote SDL. Comparison with schools using a different curricular approach may bring to light the impact of curriculum on SDL.

via Does Medical Training Promote or Deter Self-Directe… [Acad Med. 2013] – PubMed – NCBI.

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