SIMUportfolio: Complex All-in-One web-Based Platform Enhancing Medical Education

2019 ◽  
Author(s):  
Martin Komenda ◽  
Matej Karolyi
Keyword(s):  
Medical Education ◽  
Web Based

scholarly journals Web-based Medical Education During COVID-19 Lockdown: A Step Back or a Leap to the Future?

2021 ◽  
pp. 153473462110118
Author(s):  
Anna Eleftheriou ◽  
Aikaterini Rokou ◽  
Christos Argyriou ◽  
Nikolaos Papanas ◽  
George S. Georgiadis
Keyword(s):  
Medical Education ◽  
Clinical Training ◽  
Medical Training ◽  
Medical Schools ◽  
Web Based ◽  
Clinical Exposure ◽  
Virtual Teaching ◽  
Based Medicine ◽  
The Impact

The impact of coronavirus infectious disease (COVID-19) on medical education has been substantial. Medical students require considerable clinical exposure. However, due to the risk of COVID-19, the majority of medical schools globally have discontinued their normal activities. The strengths of virtual teaching now include a variety of web-based resources. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Conversely, students have received decreased clinical training in certain medical and surgical specialities, which may, in turn, reduce their performance, confidence, and abilities as future physicians. We sought to analyze the effect of telemedicine on the quality of medical education in this new emerging era and highlight the benefits and drawbacks of web-based medical training in building up future physicians. The COVID-19 pandemic has posed an unparalleled challenge to medical schools, which are aiming to deliver quality education to students virtually, balancing between evidence-based and experience-based medicine.

A Resident-Driven Mobile Evaluation System Can Be Used to Augment Traditional Surgery Rotation Evaluations

2021 ◽  
pp. 000313482110111
Author(s):  
Kurun Partap S Oberoi ◽  
Akia D Caine ◽  
Jacob Schwartzman ◽  
Sayeeda Rab ◽  
Amber L Turner ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
General Surgery ◽  
Residency Program ◽  
Evaluation System ◽  
Clinical Rotation ◽  
Web Based ◽  
General Surgery Residency ◽  
Surgery Residency Program ◽  
To Receive

Background The Accreditation Council for Graduate Medical Education requires residents to receive milestone-based evaluations in key areas. Shortcomings of the traditional evaluation system (TES) are a low completion rate and delay in completion. We hypothesized that adoption of a mobile evaluation system (MES) would increase the number of evaluations completed and improve their timeliness. Methods Traditional evaluations for a general surgery residency program were converted into a web-based form via a widely available, free, and secure application and implemented in August 2017. After 8 months, MES data were analyzed and compared to that of our TES. Results 122 mobile evaluations were completed; 20% were solicited by residents. Introduction of the MES resulted in an increased number of evaluations per resident ( P = .0028) and proportion of faculty completing evaluations ( P = .0220). Timeliness also improved, with 71% of evaluations being completed during one’s clinical rotation. Conclusions A resident-driven MES is an inexpensive and effective method to augment traditional end-of-rotation evaluations.

scholarly journals Design-Based Research: Definition, Characteristics, Application and Challenges

2019 ◽  
Vol 5 (1) ◽  
pp. 26-35
Author(s):  
Hamed Vaezi ◽  
Hossein Karimi Moonaghi ◽  
Reyhaneh Golbaf
Keyword(s):  
Medical Education ◽  
Practical Knowledge ◽  
Educational Innovation ◽  
Sources Of Information ◽  
Multiple Sources ◽  
Short Term ◽  
Web Based ◽  
Design Based Research ◽  
Definition Of ◽  
New Research

In recent years medical education has developed dramatically, but lecturers often cite the existence of a gap between theoretical and practical knowledge. In the first decade of the present century, new research methodology named “design-based research (DBR)” was developed, which most experts and journals refer to as a fundamental way to make changes in the quality and applicability of studies and educational research as well as to enhance and improve the practice of instruction. The aim of the present study was introducing design-based research and its concepts, features, applications, and challenges. A narrative review was conducted in 2018. For this purpose, authorized English academic database including Web of Science, Science Direct, Google Scholar, international database and library in medical research filed with keywords including “design-based research, definition of DBR, DBR applications, medical education, and DBR challenges” without date limitation until 2018.11.21 were screened. Overall, 68 articles were selected and after careful reading, 21 article with related subjects were selected for material extraction. The conclusion was made that DBR that combines empirical research with design-based theories could be considered as an effective method for understanding quality, time and the cause of the phenomenon of educational innovation in practice. Usually DBR is formed by initial evaluation of a problem that occurs in a particular context, and this assessment continues throughout design and implementation. One of the characteristics of DBR is the guiding team, which includes researchers, professionals, designers, managers, teachers, trainers and others whose expertise and knowledge may in some way help. The application of DBR in web-based training programs is quite evident. The probability of non-returns in short-term projects is one of the main challenges of DBR. Medical education has developed dramatically in recent years, but it has made little progress in promoting innovative research methodologies. DBR can be used as a bridge between theories and practice and provide the basis for close communication between researchers, designers, and participants. By applying sophisticated methods and multiple sources of information, the success rate of an intervention in a particular environment is assessed, which ultimately leads to improved theories.

Application of a low-cost web-based simulation to improve students’ practical skills in medical education

2010 ◽  
Vol 79 (6) ◽  
pp. 459-467 ◽  
Author(s):  
Pablo Moreno-Ger ◽  
Javier Torrente ◽  
Julián Bustamante ◽  
Carmen Fernández-Galaz ◽  
Baltasar Fernández-Manjón ◽  
...  
Keyword(s):  
Medical Education ◽  
Low Cost ◽  
Practical Skills ◽  
Web Based

Academy Introduces Web-Based Medical Education for Fellows and Patients

2000 ◽  
Vol 82 (11) ◽  
pp. 1665-1667 ◽  
Author(s):  
Stuart A. Hirsch
Keyword(s):  
Medical Education ◽  
Web Based

Integrating Medical Education with Medical Practice

2011 ◽  
pp. 433-445 ◽  
Author(s):  
Arindam Basu ◽  
Billy O’ Steen ◽  
Mary Allan
Keyword(s):  
Medical Education ◽  
Social Networking ◽  
Social Presence ◽  
Teaching And Learning ◽  
Professional Preparation ◽  
Web Based ◽  
Face To Face ◽  
Approach To Teaching ◽  
Networking Technologies ◽  
Social Constructivist Approach

Education is essentially a social phenomenon. As such, a social constructivist approach to teaching and learning is highly applicable to all disciplines and especially medicine where most graduates are required to deeply engage with society and need to communicate with a diverse array of people as part of their professional responsibilities. While traditional models of medical education are predicated on the establishment of face-to-face interactions, particularly within teaching hospital settings and residencies, there may be some opportunities to utilize current developments in online social networking technologies to enhance students’ and instructors’ experiences {references}. A review of social networking in the professional preparation of medical students and their subsequent practices would be helpful in determining the viability of such an approach. In this chapter, we provide a review of two key concepts of online social learning (social presence and media richness), explore how they can be implemented in the current wave of web based collaboration tools, and indicate their place in medical education. We provide a few examplars of how educators are incorporating web based or online social tools in student learning in the context of medical education and indicate some ways to extend this approach further.

From “pearls” to “tweets:” How social media and web-based applications are revolutionizing medical education

2018 ◽  
Vol 4 (2) ◽  
pp. 93 ◽  
Author(s):  
ThomasJ Papadimos ◽  
TheresaT Stawicki ◽  
GregoryL Peck ◽  
SagarC Galwankar ◽  
DavidP Bahner ◽  
...  
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Web Based

scholarly journals myTIPreport and Training for Independent Practice: A Tool for Real-Time Workplace Feedback for Milestones and Procedural Skills

2018 ◽  
Vol 10 (1) ◽  
pp. 70-77 ◽  
Author(s):  
AnnaMarie Connolly ◽  
Alice Goepfert ◽  
Anita Blanchard ◽  
Elizabeth Buys ◽  
Nicole Donnellan ◽  
...  
Keyword(s):  
Medical Education ◽  
Real Time ◽  
Program Directors ◽  
Obstetrics And Gynecology ◽  
Independent Practice ◽  
Clinical Environment ◽  
Procedural Skills ◽  
Web Based ◽  
Female Pelvic Medicine ◽  
And Training

ABSTRACT Background  Few tools currently exist for effective, accessible delivery of real-time, workplace feedback in the clinical setting. Objective  We developed and implemented a real-time, web-based tool for performance-based feedback in the clinical environment. Methods  The tool (myTIPreport) was designed for performance-based feedback to learners on the Accreditation Council for Graduate Medical Education (ACGME) Milestones and procedural skills. “TIP” stands for “Training for Independent Practice.” We implemented myTIPreport in obstetrics and gynecology (Ob-Gyn) and female pelvic medicine and reconstructive surgery (FPMRS) programs between November 2014 and May 2015. Residents, fellows, teachers, and program directors completed preimplementation and postimplementation surveys on their perceptions of feedback. Results  Preimplementation surveys were completed by 656 participants of a total of 980 learners and teachers in 19 programs (12 Ob-Gyn and 7 FPMRS). This represented 72% (273 of 378) of learners and 64% (383 of 602) of teachers. Seventy percent of participants (381 of 546) reported having their own individual processes for real-time feedback; the majority (79%, 340 of 430) described these processes as informal discussions. Over 6 months, one-third of teachers and two-thirds of learners used the myTIPreport tool a total of 4311 times. Milestone feedback was recorded 944 times, and procedural feedback was recorded 3367 times. Feedback addressed all ACGME Milestones and procedures programmed into myTIPreport. Most program directors reported that tool implementation was successful. Conclusions  The majority of learners successfully received workplace feedback using myTIPreport. This web-based tool, incorporating procedures and ACGME Milestones, may be an important transition from other feedback formats.

scholarly journals Educational Experiences Residents Perceive As Most Helpful for the Acquisition of the ACGME Competencies

2012 ◽  
Vol 4 (2) ◽  
pp. 176-183 ◽  
Author(s):  
Lourdes R. Guerrero ◽  
Susan Baillie ◽  
Paul Wimmers ◽  
Neil Parker
Keyword(s):  
Medical Education ◽  
Los Angeles ◽  
Patient Care ◽  
Graduate Medical Education ◽  
Role Models ◽  
Monitoring And Evaluation ◽  
Learning Activities ◽  
Web Based ◽  
Residency Programs ◽  
Graduate Medical

Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires physicians in training to be educated in 6 competencies considered important for independent medical practice. There is little information about the experiences that residents feel contribute most to the acquisition of the competencies. Objective To understand how residents perceive their learning of the ACGME competencies and to determine which educational activities were most helpful in acquiring these competencies. Method A web-based survey created by the graduate medical education office for institutional program monitoring and evaluation was sent to all residents in ACGME-accredited programs at the David Geffen School of Medicine, University of California-Los Angeles, from 2007 to 2010. Residents responded to questions about the adequacy of their learning for each of the 6 competencies and which learning activities were most helpful in competency acquisition. Results We analyzed 1378 responses collected from postgraduate year-1 (PGY-1) to PGY-3 residents in 12 different residency programs, surveyed between 2007 and 2010. The overall response rate varied by year (66%–82%). Most residents (80%–97%) stated that their learning of the 6 ACGME competencies was “adequate.” Patient care activities and observation of attending physicians and peers were listed as the 2 most helpful learning activities for acquiring the 6 competencies. Conclusion Our findings reinforce the importance of learning from role models during patient care activities and the heterogeneity of learning activities needed for acquiring all 6 competencies.

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