Group items tagged

"All of the graduate students in the School of Nursing take some of their Master of Science courses online. A group of six School of Nursing faculty members and a graduate student received funding to determine best practices in online courses. The group developed an evaluation rubric to measure quality in the graduate online curriculum. They then applied the rubric to the core courses which are primarily offered online and are required for all graduate nursing students. The project had a positive impact on faculty by offering a tool useful for online course evaluation and development. Additionally it brought to attention the needs of faculty member development in online education."

"In conclusion, a relatively small percentage of students use multimedia (audio and video) that are provided as a duplication of lectures in the basic sciences. The distribution of frequency of access of both video and audio files was consistent across the various courses offered in the first two years of medical school. There were significant correlations in the frequencies with which individual students viewed videos of lectures from course-to-course. Finally, there was a trend for an inverse association between the frequencies with which students viewed lectures and the grades they received in the course. This is an important observation that requires further investigation since it may be indicative of a maladaptive learning strategy for some students. It also does not exclude the possibility that additional computer-aided resources may be detrimental to some students. "

Families are an immense resource in the care, treatment and recovery of individuals with co-occurring mental health and addiction problems. However, they often have limited access to the resources, information and help that they need to be supportive to the ones they love. This six-week online course for health care providers explores the needs of families affected by concurrent disorders as well as the strategies that health care providers can use to empower families and ensure that their experiences are more positive. The recommended pre-requisite for this course is the Concurrent Disorders Core Course.

This is the home page to the Connectivism and Connective Online course which Stephen Downes ran from September - November 2008. You can sign up for an account which will allow you to look at the course resources and give you access to the discussions etc even thought the course has now ended.

"The Patient Safety Curriculum Guide provides teaching and information tools to support patient safety learning. The Curriculum Guide comprises two parts. Part A is a teachers' guide designed to introduce patient safety concepts to educators. It relates to building capacity for patient safety education, programme planning and design of the courses. Part B provides all-inclusive, ready-to-teach, topic-based patient safety courses that can be used as a whole, or on a per topic basis. There are 11 patient safety topics, each designed to feature a variety of ideas and methods for patient safety learning. "

The impact of the activity on learning, in my experience, far outweighs any concern about time required for the 3-2-1 processes. In one of my courses, I assigned 3-2-1 reports to the text chapters that I thought were the most difficult and which did not have any direct connection to the course lab activities.

Work Literacy Web 2.0 for Learnig Professionsals is a Ning group which was run as a 6 week course provideing an introduction to some of the Web 2.0 applications which cna be used in education. Although the course is now over you can still join the group and take a look at the various resources which procide a helpful introdyction to blogs, RSS feeds, wikis and socail bookmarking etc.

Berci course

This pattern suggests that students who are tested throughout the semester with high-level questions acquire deep conceptual understanding of the material and better memory for the course information

"The principal aim of this course is to enable health educators to effectively implement and facilitate a variety of simulation-based learning opportunities for their students."

evaluation of cambridge elearning medical sociology course

"I*CARE offers free online CME credit through video courses that focus on patient-doctor communication. CME Certificates will be provided within 10 business days of completion."

"Under the new model, online learning is combined with the Socratic method to ensure that medical students are fully comprehending new information in a meaningful way."

"Yet the presence of a computer in the examination room and the pressure to document the visit in the EHR are often perceived as adversely affecting the patient-physician interaction. How can the EHR instead have a positive effect on this interaction and promote patient activation during the course of the outpatient visit? When clinicians invite patients to view the computer screen and parts of their electronic chart, it not only avoids uncomfortable periods of idle silence that sometimes accompany EHR-related tasks, but it may enhance the relational aspect of patient-physician communication in a way that fosters patient activation in real time."

"COMFORT is an acronym that stands for the basic principles of palliative care communication and comprises seven modules (Communication, Orientation/Opportunity, Mindfulness, Family, Openings, Relating, Team). These communication skills training modules are designed to highlight interprofessional care and communication. Each module of the COMFORT curriculum can stand alone as a teaching activity or can be integrated into a new or existing course. Modules C (narrative clinical communication) and F (family caregivers) provide beginner level instruction, while M (mindfulness), O/O (orientation), and T (team) provide intermediate instruction and O (openings) and R (relating) provide advanced communication skills and are intended for learners who have clinical observation experience."

"A few weeks back I had the pleasure of being interviewed by Lawrence Sherman as part of the ReachMD lifelong learning series produced in conjunction with the Alliance for CEhp. The interview is airing all this week on ReachMD (channel 167 on SiriusXM) and the podcast is available for download on ReachMD.com (after registering). The interview touches on a number of topics related to how clinicians form questions in practice, how they structure their learning opportunities, and (of course) the natural learning actions model."

"The frequency of accurate observations on a 1-h visual skills examination was used to evaluate pre- vs. post-course descriptions of patient photographs and art imagery. "

Simply put, writing effective questions is easier than it might seem. You will more often than not observe gains from the very act of engaging your student in the mind tasks of metacognition and retrieval practice and then peer discussion. The questions will of course improve once you get feed back from students and make tweaks.

"In conclusion, this study shows that life satisfaction decreased somewhat during medical school. The medical students were initially as satisfied as other students, but the level of life satisfaction in their final year was lower than that of other comparable students. Medical students who sustained high levels of life satisfaction perceived medical school as interfering less with their social and personal life, and made less use of passive, emotion focused coping, such as wishful thinking, than did their peers. Medical schools should encourage students to try to achieve a balance between schoolwork and their social and personal lives, and emphasise the importance of healthy coping strategies, for instance, by providing stress management courses. "

"Of course, cognitive simulation and cognitive rehearsal are important for improving physician performance in any specialty of medicine-surgical and non-surgical alike-no matter what the proportion of cognitive and procedural services. And simulation applications that could support the teaching and assessment of expert judgment would be valuable to medical education programs across all disciplines and throughout the continuum of medical education."