Lessons learned: developing e-learning to teach physical examination

2006 ◽  
Vol 3 (3) ◽  
pp. 163-169 ◽  
Author(s):  
Doug Knutson ◽  
Timothy Cain ◽  
Larry Hurtubise ◽  
Cynthia Kreger
Keyword(s):  
Physical Examination ◽  
Learning To Teach ◽  
Lessons Learned ◽  
E Learning

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

2021 ◽  
pp. e20200160
Author(s):  
Mirjam B.H.M. Duijvestijn ◽  
Bente M.W.K. Van der Wiel ◽  
Claudia M. Vinke ◽  
M. Montserrat Diaz Espineira ◽  
Harold G.J. Bok ◽  
...  
Keyword(s):  
Physical Examination ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Skills Training ◽  
Veterinary Students ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

scholarly journals US e-learning course adaptation to the Ukrainian context: lessons learned and way forward

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Ann Downer ◽  
Anna Shapoval ◽  
Olga Vysotska ◽  
Iryna Yuryeva ◽  
Tetiana Bairachna
Keyword(s):  
Lessons Learned ◽  
E Learning

scholarly journals The value and impact of cross professional collaborations in developing student information and academic literacy skills at Sheffield Hallam University, UK.

2013 ◽  
Vol 5 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Diane Rushton ◽  
Alison Lahlafi
Keyword(s):  
Best Practice ◽  
Academic Literacy ◽  
Academic Skills ◽  
Literacy Skills ◽  
Lessons Learned ◽  
Skills Development ◽  
Professional Collaboration ◽  
Practice Recommendations ◽  
E Learning ◽  
Student Information

The paper is jointly written by an academic and librarian and discusses the value and impact of two examples of cross professional collaboration at Sheffield Hallam University. The collaborations addressed information and academic literacy skills development of 640 students across four years and involved a librarian, an academic, an academic skills tutor and an e-learning expert. The paper includes analysis on the value and impact of cross-professional collaborations in developing student information literacy (IL) and academic literacy skills. It concludes with discussion of lessons learned and best practice recommendations.

scholarly journals Lessons learned from a pilot program in the United Arab Emirates to improve resident physical examination skills

2020 ◽  
Vol 11 ◽  
pp. 81-82
Author(s):  
Halah Ibrahim ◽  
Thana Harhara ◽  
Reima Al Marshoodi ◽  
Ashraf Kamour ◽  
Satish C. Nair
Keyword(s):  
Physical Examination ◽  
United Arab Emirates ◽  
Lessons Learned ◽  
Pilot Program

Developing an E-Learning Course for a Global Legal Firm

2012 ◽  
pp. 133-154
Author(s):  
Gemma Baltazar
Keyword(s):  
Risk Management ◽  
Training Program ◽  
Management Training ◽  
Lessons Learned ◽  
Online Course ◽  
Firm Risk ◽  
E Learning ◽  
Overall Risk

This case study describes the considerations, challenges, and lessons learned in developing this online course, which is the foundation of an overall risk management training program for the Firm. Risk management is a very broad, deep, and complex topic which impacts the practice of law in many different ways. Recognizing that it is in meaningful discussions where learning most likely takes place, the project team’s challenge was to design an e-learning course that allows sufficient interactivity to engage the learner and stimulate thinking around issues they encounter in whatever legal area, and at whatever level they practice.

Lessons in Implementing a Learning System in a University

2008 ◽  
pp. 1291-1303
Author(s):  
Fiona Darroch ◽  
Mark Toleman
Keyword(s):  
Lessons Learned ◽  
Learning System ◽  
Pedagogical Issues ◽  
Learning Space ◽  
University Environment ◽  
Organizational Challenges ◽  
Organizational Issues ◽  
E Learning ◽  
The Many

This chapter examines the implementation of two learning management systems (LMS) in a university environment. Within the context of a case study and from the perspective of academic users, there is a review of the technological and organizational challenges that arise. There is an in-depth analysis of the implementation in terms of what went well and what should be done differently (i.e., lessons learned). Along with the macro-environmental factors that influence the global e-learning space, the related pedagogical issues, learning models, and technological toolsets are also explored. The authors hope that the experiences chronicled in the case study may act as a lesson to others contemplating such a project of the many technical and organizational issues that need to be addressed, with an emphasis on understanding the importance of the viewpoint of academic users.

scholarly journals E-Learning in Engineering through Videoconferencing: The Case of the Addis Ababa Institute of Technology

2013 ◽  
Vol 3 (2) ◽  
pp. 9
Author(s):  
Bedilu Habte
Keyword(s):  
Addis Ababa ◽  
Lessons Learned ◽  
Limited Resources ◽  
Successful Implementation ◽  
Developing Nation ◽  
Higher Education System ◽  
E Learning ◽  
Institute Of Technology ◽  
Teaching Learning

In addition to their ability to reach distant learners, interactive e-learning environments have the potential to make the teaching-learning process more effective. This paper highlights some of the e-learning implementation efforts at the Addis Ababa Institute of Technology (AAiT) in Ethiopia. This case study shows that limited resources do not deter a developing nation to exploit the power of e-learning. Based on feedback from participants in the first national videoconferencing program held in Ethiopian higher education system between October 2011 and June 2012, the paper addresses the lessons learned and recommended actions for moving forward to a successful implementation of e-learning in Ethiopia, particularly in a videoconferencing mode.

Lessons in Implementing a Learning System in a University

2011 ◽  
pp. 261-276 ◽  
Author(s):  
Fiona Darroch ◽  
Mark Toleman
Keyword(s):  
Lessons Learned ◽  
Learning System ◽  
Pedagogical Issues ◽  
Learning Space ◽  
University Environment ◽  
Organizational Challenges ◽  
Organizational Issues ◽  
E Learning ◽  
The Many

This chapter examines the implementation of two learning management systems (LMS) in a university environment. Within the context of a case study and from the perspective of academic users, there is a review of the technological and organizational challenges that arise. There is an in-depth analysis of the implementation in terms of what went well and what should be done differently (i.e., lessons learned). Along with the macro-environmental factors that influence the global e-learning space, the related pedagogical issues, learning models, and technological toolsets are also explored. The authors hope that the experiences chronicled in the case study may act as a lesson to others contemplating such a project of the many technical and organizational issues that need to be addressed, with an emphasis on understanding the importance of the viewpoint of academic users.

The Effects of E-learning on African American Males

2010 ◽  
pp. 198-208
Author(s):  
Tammy J. Graham ◽  
Stephenie M. Hewett
Keyword(s):  
Academic Achievement ◽  
African American ◽  
Case Studies ◽  
African American Males ◽  
Educational Experiences ◽  
Lessons Learned ◽  
Learning Program ◽  
Business Professionals ◽  
Electronic Learning ◽  
E Learning

The chapter examines the experiences of three African American males who were placed in an electronic learning (e-learning) classroom in a rural secondary school. The three case studies provide detailed descriptions of the young men’s backgrounds, educational experiences, and academic achievement results before the implementation of e-learning. Furthermore, the case studies detail their academic achievement results and dispositions during the e-learning process, pitfalls of their e-learning program, and lessons learned from the implementation of the program. It is the authors’ hope that educators and business professionals will utilize the information and lessons learned in this chapter when planning and implementing e-learning classes and trainings in order to enhance e-learning experiences for African American males.

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