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Author: Brian S McGowan, PhD

ABSTRACTS: Incorporating iPads into a preclinical curriculum: a pilot study

BACKGROUND:
The incorporation of technology into medical education is critical for learners. Little is known about the effect of integrating iPad technology into undergraduate medical education.
AIMS:
We introduced iPads into the first-year curriculum in 2011-2012. We aimed to evaluate students’ use of, and attitudes toward, the iPad.
METHODS:
We administered two surveys to students during the 2011-2012 academic year. Additionally, we conducted focus groups to further evaluate the effectiveness of iPad integration into the curriculum.
RESULTS:
Survey data reflect mixed attitudes toward the use of the iPad in the preclinical curriculum. While a vast majority of students agree “the iPad has value in the medical curriculum” (79% in the first survey; 65% in the second survey), there was a decrease over time in the view that “the iPad is a positive addition to the curriculum” (75% in the first survey; 49% in the second survey). Focus group data indicate students appreciate certain aspects of iPad use in the curriculum, including improved curriculum interactivity, but the majority believe it cannot replace printed handouts at this time.
DISCUSSION:
The iPad provides some benefits in undergraduate medical education. More studies are necessary to determine how the iPad is best incorporated into medical education.

via Incorporating iPads into a preclinical curriculum:… [Med Teach. 2013] – PubMed – NCBI.

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ABSTRACT: Introducing technology into medical education: Two pilot studies.

OBJECTIVES:
Educators are integrating new technology into medical curriculum. The impact of newer technology on educational outcomes remains unclear. We aimed to determine if two pilot interventions, (1) introducing iPads into problem-based learning (PBL) sessions and (2) online tutoring would improve the educational experience of our learners.
METHODS:
We voluntarily assigned 26 second-year medical students to iPad-based PBL sessions. Five students were assigned to Skype for exam remediation. We performed a mixed-method evaluation to determine efficacy.
RESULTS:
Pilot 1: Seventeen students completed a survey following their use of an iPad during the second-year PBL curriculum. Students noted the iPad allows for researching information in real time, annotating lecture notes, and viewing sharper images. Data indicate that iPads have value in medical education and are a positive addition to the curriculum. Pilot 2: Students agreed that online tutoring is at least or more effective than in-person tutoring.
CONCLUSIONS:
In our pilot studies, students experienced that iPads and Skype are beneficial in medical education and can be successfully employed in areas such as PBL and remediation.
PRACTICE IMPLICATIONS:
Educators should continue to further examine innovative opportunities for introducing technology into medical education.

via Introducing technology into medical educa… [Patient Educ Couns. 2013] – PubMed – NCBI.

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ABSTRACT: The Impact of Lecture Attendance and Other Variables on How Medical Students Evaluate Faculty in a Preclinical Program

PURPOSE:High-quality audiovisual recording technology enables medical students to listen to didactic lectures without actually attending them. The authors wondered whether in-person attendance affects how students evaluate lecturers.METHOD:This is a retrospective review of faculty evaluations completed by first- and second-year medical students at the Ohio State University College of Medicine during 2009-2010. Lecture-capture technology was used to record all lectures. Attendance at lectures was optional; however, all students were required to complete lecturer evaluation forms. Students rated overall instruction using a five-option response scale. They also reported their attendance. The authors used analysis of variance to compare the lecturer ratings of attendees versus nonattendees. The authors included additional independent variables-year of student, student grade/rank in class, and lecturer degree-in the analysis.RESULTS:The authors analyzed 12,092 evaluations of 220 lecturers received from 358 students. The average number of evaluations per lecturer was 55. Seventy-four percent (n = 8,968 evaluations) of students attended the lectures they evaluated, whereas 26% (n = 3,124 evaluations) viewed them online. Mean lecturer ratings from attendees was 3.85 compared with 3.80 by nonattendees (P≤ .05; effect size: 0.055). Student’s class grade and year, plus lecturer degree, also affected students’ evaluations of lecturers (effect sizes: 0.055-0.3).CONCLUSIONS:Students’ attendance at lectures, year, and class grade, as well as lecturer degree, affect students’ evaluation of lecturers. This finding has ramifications on how student evaluations should be collected, interpreted, and used in promotion and tenure decisions in this evolving medical education environment.

via The Impact of Lecture Attendance and Other Variable… [Acad Med. 2013] – PubMed – NCBI.

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ABSTRACT: Advancing Faculty Development in Medical Education: A Systematic Review.

PURPOSE:
To (1) provide a detailed account of the nature and scope of faculty development (FD) programs in medical education, (2) assess the quality of FD studies, and (3) identify in what areas and through what means future research can purposefully build on existing knowledge.
METHOD:
The authors searched MEDLINE, CINAHL, and ERIC for articles reporting evaluations of FD initiatives published between 1989 and 2010. They applied standard systematic review procedures for sifting abstracts, scrutinizing full texts, and abstracting data, including program characteristics, evaluation methods, and outcomes. They used a modified Kirkpatrick model to guide their data abstraction.
RESULTS:
The authors included 22 articles reporting on 21 studies in their review. The most common program characteristics included a series/longitudinal format, intended for individuals, and offered to physicians only. Although the most common aim was to improve teaching effectiveness, several programs had multiple aims, including scholarship and leadership. Program evaluation focused on quantitative approaches. A number of studies employed longitudinal designs and included some follow-up component. Surveys were the most popular data collection method, participants the most common data source, and self-reported behavior changes the most commonly reported outcome.
CONCLUSIONS:
Although the authors’ findings showed some recent expansion in the scope of the FD literature, they also highlighted areas that require further focus and growth. Future research should employ more rigorous evaluation methods, explore the role of interprofessional teams and communities of practice in the workplace, and address how different organizational and contextual factors shape the success of FD programs.

via Advancing Faculty Development in Medical Education:… [Acad Med. 2013] – PubMed – NCBI.

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ABSTRACT: Evidence-Based Medicine Training in Undergraduate Medical Education: A Review and Critique of the Literature Published 2006-2011

PURPOSE:To characterize recent evidence-based medicine EBM educational interventions for medical students and suggest future directions for EBM education.METHOD:The authors searched the MEDLINE, Scopus, Educational Resource Information Center, and Evidence-Based Medicine Reviews databases for English-language articles published between 2006 and 2011 that featured medical students and interventions addressing multiple EBM skills. They extracted data on learner and instructor characteristics, educational settings, teaching methods, and EBM skills covered.RESULTS:The 20 included articles described interventions delivered in 12 countries in classroom 75%, clinic 25%, and/or online 20% environments. The majority 60% focused on clinical students, whereas 30% targeted preclinical students and 10% included both. EBM skills addressed included recognizing a knowledge gap 20%, asking a clinical question 90%, searching for information 90%, appraising information 85%, applying information 65%, and evaluating practice change 5%. Physicians were most often identified as instructors 60%; co-teachers included librarians 20%, allied health professionals 10%, and faculty from other disciplines 10%. Many studies 60% included interventions at multiple points during one year, but none were longitudinal across students tenures. Teaching methods varied. Intervention efficacy could not be determined.CONCLUSIONS:Settings, learner levels and instructors, teaching methods, and covered skills differed across interventions. Authors writing about EBM interventions should include detailed descriptions and employ more rigorous research methods to allow others to draw conclusions about efficacy. When designing EBM interventions, educators should consider trends in medical education e.g., online learning, interprofessional education and in health care e.g., patient-centered care, electronic health records.

via Evidence-Based Medicine Training in Undergraduate M… [Acad Med. 2013] – PubMed – NCBI.

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ABSTRACT: Guidelines for ethical and professional use of social media in a hand surgery practice

In growing numbers, patients are using social media platforms as resources to obtain health information and report their experiences in the health care setting. More physicians are making use of these platforms as a means to reach prospective and existing patients, to share information with each other, and to educate the public. In this ever-expanding online dialogue, questions have arisen regarding appropriate conduct of the physician during these interactions. The purpose of this article is to review the laws that govern online communication as they pertain to physician presence in this forum and to discuss appropriate ethical and professional behavior in this setting.

via Guidelines for ethical and professional use o… [J Hand Surg Am. 2012] – PubMed – NCBI.

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MANUSCRIPT: Ten challenges in improving quality in healthcare: lessons from the Health Foundation’s programme evaluations and relevant literature.

BACKGROUND:Formal evaluations of programmes are an important source of learning about the challenges faced in improving quality in healthcare and how they can be addressed. The authors aimed to integrate lessons from evaluations of the Health Foundations improvement programmes with relevant literature.METHODS:The authors analysed evaluation reports relating to five Health Foundation improvement programmes using a form of best fit synthesis, where a pre-existing framework was used for initial coding and then updated in response to the emerging analysis. A rapid narrative review of relevant literature was also undertaken.RESULTS:The authors identified ten key challenges: convincing people that there is a problem that is relevant to them; convincing them that the solution chosen is the right one; getting data collection and monitoring systems right; excess ambitions and projectness; organisational cultures, capacities and contexts; tribalism and lack of staff engagement; leadership; incentivising participation and hard edges; securing sustainability; and risk of unintended consequences. The authors identified a range of tactics that may be used to respond to these challenges.DISCUSSION:Securing improvement may be hard and slow and faces many challenges. Formal evaluations assist in recognising the nature of these challenges and help in addressing them.

via Ten challenges in improving quality in healthca… [BMJ Qual Saf. 2012] – PubMed – NCBI.

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ABSTRACT: Ordinary search engine users carrying out complex search tasks

Web search engines have become the dominant tools for finding information on the Internet. Owing to their popularity, users of all educational backgrounds and professions use them for a wide range of tasks, from simple look-up to rather complex information-seeking needs. This paper presents the results of a study that investigates the behavioural search characteristics of ordinary Web search engines users. The aim of the study was to investigate (1) what makes complex search tasks distinct from simple search tasks and whether it is possible to find simple measures for describing their complexity, and (2) whether successful searchers show different search behaviours than unsuccessful searchers and whether good searchers can be identified via simple measures. The study included 56 ordinary Web users who carried out a set of 12 search tasks using current commercial search engines. Their behaviour was logged with the Search-Logger tool. The results confirm that the behaviour in the case of complex search tasks has significantly different inherent characteristics than in the case of simple search tasks. This can be proven by using simple measures such as task time, number of queries, or number of browser tabs used. We also observed that it is difficult to distinguish successful from unsuccessful search behaviour simply by using these measures. The implications of our findings for search engine vendors are discussed. The results of this study with a sample of ordinary users are insofar unique as they are valid for a wider population while most studies in the field are usually done using convenience samples such as university students.

via Ordinary search engine users carrying out complex search tasks.

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MANUSCRIPT: Web 2.0 and Social Media in Education and Research

The use of technology has become ever more pervasive over the past decade, particularly in relation to information management and in facilitating communication, networking and collaboration. Improvements in communication and the accessibility of information have in  part been driven by the emergence of Web 2.0 technologies (also referred to as the read,  write web) that enable individuals not only to consume content but also to participate in the creation, sharing and remixing of information. Social media tools such as blogs, wikis, media  sharing and social networking sites have done away with the need for individuals to know  how to code and supported increased web accessibility and usability and ultimately growing  engagement with technology. These tools are also being adopted in education and  healthcare where they are supporting innovation and engagement with stakeholders. There  are, however, also some risks associated with using these new technologies that are  particularly pertinent in the healthcare setting. As a result access to these tools and  websites is often restricted and for those healthcare professionals in NHS settings and for  those involved in teaching and for students on NHS clinical attachments this can prove both  limiting and frustrating.
This paper  provides an overview of how Web 2.0 technologies are being used to support  teaching, learning and research in higher education highlights some of the risks associated with the use of social media in relation to  NHS staff and to propose that training could raise awareness of these risks as well  the potential benefits details common problems with NHS IT hardware and software faced by staff with a  role in higher education and concludes with a summary overview of common Web 2.0 and social media tools and  their potential benefits, risks and suggested  recommendations for access.

https://community.ja.net/system/files/515/NHF_Web2 0SoMEinEdResearch_May2013_final.pdf

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RESOURCE: Take Note | An exploration of note-taking in Harvard University Collections

Notes surround us. Whether in the form of lab notebooks, fieldnotes, sketchbooks, class notes, or surreptitious shorthand notes on plays and sermons, notetaking forms the basis of every scholarly discipline as well as of most literate people’s daily lives. Millennia after a potsherd from second-century Egypt, notes remain the lowest common denominator of information management. Like written responses to reading, manuscript records of speech cut across different cultures, different fields, and even different phases of life: students take notes on their professors’ lectures, which in turn form the product of professors’ notes on books. And from Aristotle’s philosophy to the works of 20th- century thinkers like Saussure and Wittgenstein, many of the foundational texts of Western culture have been transmitted or even generated by notes. Yet the definition of notes remains contentious: should we be speaking of “annotation” or “notetaking”? The former emphasizes something done to a text, the latter a more freestanding kind of writing; the former shades into commentary or metadata or marginalia, the latter into transcription of oral delivery.

via Take Note | An exploration of note-taking in Harvard University Collections.

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