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"The ICU Mind Maps covering the JFICM Fellowship Exam curriculum are in pdf format. They were created by Dr. Paul Young in preparing for the JFICM Fellowship exam in 2007-2008. They are provided free and may be redistributed for educational purposes."

I just finished reviewing these maps and they are wonderful and would be an excellent resource for adult and acute care nurse practitioners. Some would work for undergraduate students, however they are at a high level.

Good example of a 'learning Object' - animations and small units on Genetics

This is a great place to learn genetics, I tried numerous modules and they all work when you enter the web module, however there were no instructor instructions or student instructions on these tools,... only a screen stating it was under construction, so I would recommend that if you use this site you write clear instructions for your students. I plan to use the site with the nurse practitioners in the Spring. I will require the Genetic counseling one for this group. I hope that they will be intrigued and try some of the other modules, which they may have to do in order to correctly do the genetic counseling.

Duke assistant professore Helen Gordon uses Skype and Adobe Connect to bring speakers to her classroom

Duke University project uses iPads in a pilot for Global Health course

Quiz show that teaches about minority health issues in the U.S.

This is a good example of what we are trying to acheive with the IOM modules in the iNet Project. This Quiz show module teaches about misconception regarding minority health in the U.S. It is creative, simple, and fun to play. Check it out!

A teachign and learning material repository built by the Consortium for Health Professions Educators at Duke. This site "provides links to information and internal and external resources to help faculty in many areas" concerning the scholarship of teaching and technology innovations. Also, the builders hope that faculty will participate and " contribute ideas, experiences, questions, resources, and so on."

"The website is considered to be a "living" resource that will change continually and to which each faculty member may contribute ideas, experiences, questions, resources, and so on."