TK3 eBook software to author, distribute, and use electronic course content for medical education

2007 ◽  
Vol 31 (1) ◽  
pp. 55-61 ◽  
Author(s):  
David A. Morton ◽  
K. Bo Foreman ◽  
Patricia A. Goede ◽  
John L. Bezzant ◽  
Kurt H. Albertine
Keyword(s):  
Computer Technology ◽  
Traditional Method ◽  
Keyword Search ◽  
Multimedia Content ◽  
Potential Solution ◽  
Course Content ◽  
University Of Utah ◽  
School Of Medicine ◽  
Second Year ◽  
The University

The methods for authoring and distributing course content are undergoing substantial changes due to advancement in computer technology. Paper has been the traditional method to author and distribute course content. Paper enables students to personalize content through highlighting and note taking but does not enable the incorporation of multimedia elements. Computers enable multimedia content but lack the capability of the user to personalize the content. Therefore, we investigated TK3 eBooks as a potential solution to incorporate the benefits of both paper and computer technology. The objective of our study was to assess the utility of TK3 eBooks in the context of authoring and distributing dermatology course content for use by second-year medical students at the University of Utah School of Medicine during the spring of 2004. We incorporated all dermatology course content into TK3 eBook format. TK3 eBooks enable students to personalize information through tools such as “notebook,” “hiliter,” “stickies,” mark pages, and keyword search. Students were given the course content in both paper and eBook formats. At the conclusion of the dermatology course, students completed a questionnaire designed to evaluate the effectiveness of the eBooks compared with paper. Students perceived eBooks as an effective way to distribute course content and as a study tool. However, students preferred paper over eBooks to take notes during lecture. In conclusion, the present study demonstrated that eBooks provide a convenient method for authoring, distributing, and using course content but that students preferred paper to take notes during lecture.

scholarly journals Cell scientist to watch – Prachee Avasthi

2021 ◽  
Vol 134 (18) ◽  
Keyword(s):  
San Francisco ◽  
Protein Trafficking ◽  
Cell Biology ◽  
Medical Center ◽  
Associate Professor ◽  
Integrative Physiology ◽  
University Of Utah ◽  
School Of Medicine ◽  
Set Up ◽  
The University

ABSTRACT Prachee Avasthi studied Molecular and Integrative Physiology at the University of Illinois at Urbana-Champaign. She received her PhD in neuroscience in 2009 from the lab of Wolfgang Baehr at the University of Utah for her work on the control of membrane protein trafficking in photoreceptors. Prachee then moved to Wallace Marshall's group at the University of California, San Francisco, for her postdoc, where she studied ciliary assembly and the regulation of ciliary length. She set up her lab at the University of Kansas Medical Center in 2015, and relocated to the Geisel School of Medicine at Dartmouth in 2020, where she is an Associate Professor of Biochemistry and Cell Biology. Her group investigates the biogenesis of cilia and the coordination of actin- and microtubule-based trafficking.

scholarly journals The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology

2020 ◽  
Vol 12 (02) ◽  
pp. e96-e103
Author(s):  
Chris R. Alabiad ◽  
Kevin J. Moore ◽  
David P. Green ◽  
Matthew Kofoed ◽  
Alex J. Mechaber ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Group Discussions ◽  
Self Assessment ◽  
Final Exam ◽  
School Of Medicine ◽  
Small Group Discussions ◽  
Second Year ◽  
The University

Abstract Objective The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. Design  The form of the study discussed is an observational study. Subjects The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Methods Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. Main Outcome Measures The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Results Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. Conclusion The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

scholarly journals Expanding Student Engagement in Sustainability: Using SDG- and CEL-Focused Inventories to Transform Curriculum at the University of Toronto

2019 ◽  
Vol 11 (2) ◽  
pp. 530 ◽  
Author(s):  
Rashad Brugmann ◽  
Nicolas Côté ◽  
Nathan Postma ◽  
Emily Shaw ◽  
Danielle Pal ◽  
...  
Keyword(s):  
Student Engagement ◽  
Keyword Search ◽  
Faculty Members ◽  
Engaged Learning ◽  
Student Knowledge ◽  
Student Groups ◽  
Course Content ◽  
University Of Toronto ◽  
Development Goals ◽  
The University

The Expanded Student Engagement Project (ESE) has developed three comprehensive inventories which aim to increase student knowledge of sustainability-related course content and increase student engagement in on- and off-campus, curricular, and non-curricular sustainability projects at the University of Toronto (U of T). The first is a sustainability course inventory (SCI) generated using keyword search based on the UN Sustainable Development Goals (SDGs). This is the first SCI that has been based on the SDGs. The inventory identified 2022 unique sustainability courses and found that SDG 13 had the greatest representation and SDG 6 had the least. The second inventory is a community-engaged learning (CEL) sustainability inventory which found 154 sustainability-focused CEL courses and identified 86 faculty members who teach sustainability CEL. Finally, an inventory of sustainability co-curricular and extracurricular opportunities revealed that U of T has 67 sustainability-focused student groups and identified 263 sustainability-focused opportunities. These inventories are an important foundation for future initiatives to increase student engagement in sustainability on campus and in the community. The ESE will integrate this data into U of T’s course management system and use the inventories to develop a new sustainability pathways program.

scholarly journals Developing a situational judgment test blueprint for assessing the non-cognitive skills of applicants to the University of Utah School of Medicine, the United States

2015 ◽  
Vol 12 ◽  
pp. 51 ◽  
Author(s):  
Jorie M. Colbert-Getz ◽  
Karly Pippitt ◽  
Benjamin Chan
Keyword(s):  
United States ◽  
Medical School ◽  
Internal Consistency ◽  
Cognitive Skills ◽  
The United States ◽  
Situational Judgment Test ◽  
Situational Judgment ◽  
University Of Utah ◽  
School Of Medicine ◽  
The University

Purpose: The situational judgment test (SJT) shows promise for assessing the non-cognitive skills of medical school applicants, but has only been used in Europe. Since the admissions processes and education levels of applicants to medical school are different in the United States and in Europe, it is necessary to obtain validity evidence of the SJT based on a sample of United States applicants. Methods: Ninety SJT items were developed and Kane’s validity framework was used to create a test blueprint. A total of 489 applicants selected for assessment/interview day at the University of Utah School of Medicine during the 2014-2015 admissions cycle completed one of five SJTs, which assessed professionalism, coping with pressure, communication, patient focus, and teamwork. Item difficulty, each item’s discrimination index, internal consistency, and the categorization of items by two experts were used to create the test blueprint. Results: The majority of item scores were within an acceptable range of difficulty, as measured by the difficulty index (0.50-0.85) and had fair to good discrimination. However, internal consistency was low for each domain, and 63% of items appeared to assess multiple domains. The concordance of categorization between the two educational experts ranged from 24% to 76% across the five domains. Conclusion: The results of this study will help medical school admissions departments determine how to begin constructing a SJT. Further testing with a more representative sample is needed to determine if the SJT is a useful assessment tool for measuring the non-cognitive skills of medical school applicants.

scholarly journals The University of Utah School of Medicine

2000 ◽  
Vol 75 (Supplement) ◽  
pp. S375-S378 ◽  
Author(s):  
T. SAMUEL SHOMAKER ◽  
A. LORRIS BETZ
Keyword(s):  
University Of Utah ◽  
School Of Medicine ◽  
The University

scholarly journals Collaborative Human Gross Anatomy‐Orthopedic Board Preparation Course at the University of Utah School of Medicine

2006 ◽  
Vol 20 (4) ◽  
Author(s):  
Curtis B DeFriez ◽  
Kenneth Bo Foreman ◽  
Christine M Eckel ◽  
David A Morton ◽  
Daniel S Horwitz ◽  
...  
Keyword(s):  
Gross Anatomy ◽  
Human Gross Anatomy ◽  
University Of Utah ◽  
School Of Medicine ◽  
The University

Simulating the Engineering Project Environment Using Cooperative Learning: A Second-Year Course Case Study

1997 ◽  
Vol 25 (4) ◽  
pp. 290-298 ◽  
Author(s):  
K. J. Craig ◽  
C. C. Van Waveren
Keyword(s):  
Cooperative Learning ◽  
Problem Definition ◽  
Practical Implementation ◽  
Group Project ◽  
Engineering Project ◽  
Course Content ◽  
Engineering Department ◽  
Second Year ◽  
The University

This paper discusses a case study in problem-based cooperative learning (CL) implemented as a group project in a second-year course at the University of Pretoria's Mechanical and Aeronautical Engineering Department. The group project is designed using the guidelines of CL to integrate the course content in one project, to simulate the real-world engineering environment, and to promote teamwork skills. The design of the project is discussed with detail on the problem definition and selection, scheduling, assignments, group selection and member responsibilities. The practical implementation of the project is discussed with tips on how to achieve this effectively. Results of the project are presented in the form of student marks and distributions, and student feedback. The project was successful in that the aims were achieved. The concepts will be implemented in other engineering courses at the University of Pretoria.

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