The use of a virtual learning environment in promoting virtual journal clubs and case-based discussions in trauma and orthopaedic postgraduate medical education

2012 ◽  
Vol 94-B (9) ◽  
pp. 1170-1175 ◽  
Author(s):  
J. Palan ◽  
V. Roberts ◽  
B. Bloch ◽  
A. Kulkarni ◽  
B. Bhowal ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Postgraduate Medical Education ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Journal Clubs ◽  
Case Based

scholarly journals 771 Shaping the Virtual Learning Environment: Emojis As A Novel Feedback Modality for Content Delivery in Postgraduate Medical Education

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
K Rajdev ◽  
E Watts ◽  
M Eastwood ◽  
S Goh ◽  
U Ahmed ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Postgraduate Medical Education ◽  
Virtual Learning ◽  
Content Delivery ◽  
Virtual Learning Environment ◽  
Free Text ◽  
The Novel ◽  
Feedback Systems ◽  
Rapid Appraisal

Abstract Introduction Postgraduate medical education in the wake of a pandemic has sparked creativity, evolving novel platforms concordant with socially distanced learning. Inevitably, evaluation is critical in navigating improvements in content delivery. However, as culture continues to shift away from didactic teaching, students are at risk of ‘feedback overload’. We propose a novel emoji scale to facilitate rapid appraisal. Method A three-point emoji scale was developed within the novel virtual learning environment for core surgical training in the West Midlands. Engagement with the emoji system was assessed and correlated with conventional post-course questionnaires. Results The novel emoji system provided a rapid mechanism for trainees to express opinion on individual modules immediately following completion. Parallels to social media meant this modality felt familiar to trainees. Simplification of feedback permitted prompt, targeted review of modules for improvement, as opposed to laborious collection and analysis of standard post-course questionnaires. Literature review revealed limited research regarding similar emoji-based responses, or the validity of Likert or free-text based feedback systems. Conclusion As virtual learning evolves following COVID-19, feedback systems help guide evolution. Emoji-based feedback may provide the key to prompt, accessible evaluation of VLE platforms.

scholarly journals Student Support System in Virtual Learning Environment for Medical Education: McKenna Content Analysis Method

2020 ◽  
Author(s):  
Zohrehsadat Mirmoghtadaie ◽  
Mojgan Mohammadimehr
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Support System ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Social Needs ◽  
Content Analysis Method

Abstract Background: Student support services are a broad and important concept in education, each of which is related to a specific set of hypotheses related to the subject. This lack of theoretical and conceptual ambiguity has led to poor understanding and communication between researchers and policymakers and problems in comparing studies in different fields. The purpose of this study is to explain the student support system in virtual learning environment for medical education.Methods: This study was a qualitative research. An extensive search in scientific databases was carried out based on predetermined strategies, and 53 documents were reviewed from 1996 until 2019. Data were analyzed based on Hugh McKenna’s nine-step approach. Results: According to the literature review, determining the support services of students in virtual learning, providing academic and non-academic services is the responsibility of students' cognitive, emotional and social needs. These services lead to greater student participation in the process of self-learning and academic achievement, which is done at three levels: (pre-program, learning process and post-graduate support services). Student support services were categorized into conceptual areas (level, dimensions, and purpose) and the relationship between these conceptual areas was identified.Conclusions: Based on the findings of this study, student support services in virtual learning can be divided into two categories: academic and non-academic with relevant subcomponents. It is recommended that educators and policy makers use these results to facilitate student support for different types of virtual learning.

Virtual learning environment for medical education based on VRML and VTK

2005 ◽  
Vol 29 (2) ◽  
pp. 283-288 ◽  
Author(s):  
Jianfeng Lu ◽  
Zhigeng Pan ◽  
Hai Lin ◽  
Mingmin Zhang ◽  
Jiaoying Shi
Keyword(s):  
Medical Education ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment

Proposal of an instrument to evaluate interaction spaces in a VLE

2019 ◽  
pp. 1-13
Author(s):  
Rubí Estela Morales-Salas ◽  
Daniel Montes-Ponce
Keyword(s):  
Learning Environment ◽  
Design Space ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Interaction Space ◽  
Learning Objects ◽  
Traditional Education ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

scholarly journals Self-Regulation using Moodle Virtual Learning Environment (VLE) in Solar System Practice

2021 ◽  
Vol 1779 (1) ◽  
pp. 012072
Author(s):  
BR Rosyadi ◽  
Khoirun Nisa ◽  
Irfan Afandi ◽  
Fathor Rozi ◽  
Ahmad Fawaid ◽  
...  
Keyword(s):  
Solar System ◽  
Learning Environment ◽  
Self Regulation ◽  
Virtual Learning ◽  
Virtual Learning Environment
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