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Category : Resources

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
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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
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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
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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
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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.
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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
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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
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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
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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
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