Knowledge Management of Medical Information Resources and Tools

2016 ◽  
pp. 145-164
Author(s):  
Misa Mi ◽  
Jill E. Stefaniak
Keyword(s):  
Knowledge Management ◽  
Medical Students ◽  
Problem Solving ◽  
Lifelong Learning ◽  
Medical Information ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Information Resources ◽  
Knowledge Management System ◽  
Learning Issues

This case demonstrates how problem-based learning (PBL) was used as a teaching method to help medical students integrate their knowledge of basic sciences with a clinical application at a medical school. PBL promotes self-directed, problem-solving, and lifelong learning. In the PBL context, students sought out a variety of resources to tackle their learning issues and help them arrive at a solution to a patient problem. The existing strategy for curating resources was not aligned with the type of thinking and activities in the PBL process. Therefore, a knowledge management system was developed to provide an online knowledge base of medical information resources and tools easily accessible at the point of students' needs.

Knowledge Management of Medical Information Resources and Tools

2015 ◽  
pp. 244-269
Author(s):  
Misa Mi ◽  
Jill E. Stefaniak
Keyword(s):  
Knowledge Management ◽  
Medical Students ◽  
Problem Solving ◽  
Lifelong Learning ◽  
Medical Information ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Information Resources ◽  
Knowledge Management System ◽  
Learning Issues

This case demonstrates how problem-based learning (PBL) was used as a teaching method to help medical students integrate their knowledge of basic sciences with a clinical application at a medical school. PBL promotes self-directed, problem-solving, and lifelong learning. In the PBL context, students sought out a variety of resources to tackle their learning issues and help them arrive at a solution to a patient problem. The existing strategy for curating resources was not aligned with the type of thinking and activities in the PBL process. Therefore, a knowledge management system was developed to provide an online knowledge base of medical information resources and tools easily accessible at the point of students' needs.

scholarly journals Digital Problem-Based Learning: An Innovative and Efficient Method of Teaching Medicine

2019 ◽  
Vol 6 ◽  
pp. 238212051882525
Author(s):  
Khaylen Mistry ◽  
Natasha Casie Chetty ◽  
Puran Gurung ◽  
Nick J Levell
Keyword(s):  
Medical Students ◽  
Teaching Method ◽  
Inflammatory Diseases ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Real Patient ◽  
Clinical Images ◽  
Innovative Teaching ◽  
Feedback Questionnaire ◽  
Short Time

Background: The breadth of knowledge assimilated by undergraduates is substantial. Time must be utilised to impart knowledge and skills to ensure optimal training. Dermatology comprises a large portion of work in primary care; yet UK undergraduate dermatology training is short. Digital problem-based learning (PBL) is an innovative teaching method incorporating clinical images into intense, interactive teaching sessions. Aim: To determine the efficacy of digital PBL sessions in teaching UK medical students during their dermatology module. Methods: In total, 59 second-year medical students at Norwich Medical School during their dermatology secondary care attachment completed two 2.5-h digital PBL sessions. One session was focused on lesions and the second on inflammatory diseases. During each session, students assessed 60 clinical cases each comprising an image with a brief history. In small groups, students discussed the cases, described the images, and agreed a diagnosis followed by a group discussion with the supervising clinician who provided feedback. Following each session, students completed a feedback questionnaire. Results: In total, 117 sets of feedback were received; 60% of students considered they learnt a great amount in a short time. The majority of students reported feeling more confident to make a dermatological diagnosis and more motivated in clinics as a result of the digital PBL; 64% of students found digital PBL more useful than real patient clinics. The most frequent negative comment was that 2.5 h was too long to concentrate. Conclusions: Digital PBL was a popular, effective, and efficient teaching method. Digital PBL sessions should be introduced alongside clinics and other teaching methods for undergraduates.

Making Knowledge Management System an Effective Tool for Learning and Training

2004 ◽  
pp. 124-148 ◽  
Author(s):  
Albert C.K. Leung
Keyword(s):  
Knowledge Management ◽  
Problem Solving ◽  
Management System ◽  
Knowledge Management System ◽  
Training Effectiveness ◽  
Online Support ◽  
Multiple Perspectives ◽  
User Control ◽  
Design Factors ◽  
And Training

In view of the need of using knowledge management (KM) systems for learning and training, this chapter discusses six major design factors of such KM systems based on learning literatures, namely media of representation, multiple perspectives, complexity, user control, online support and navigation aids. Their implications toward learning and training effectiveness as well as various strategies and implementation methods are investigated in four categories: content, motivation, support and accessibility. It is believed that by considering the factors involved and their potential impacts on learning in the design of KM systems, the effectiveness of using these systems for learning, training and problem solving will be significantly improved.

What is Problem-Based Learning?

2006 ◽  
pp. 25-43
Author(s):  
Lorna Uden ◽  
Chris Beaumont
Keyword(s):  
Problem Solving ◽  
Teaching Method ◽  
Complex Mixture ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
Traditional Teaching ◽  
Teaching Philosophy ◽  
Problem Solving Skills ◽  
Traditional Teaching Methods ◽  
Case Based

Employers today are demanding communication, team, and problem-solving skills. Few of these skills are evident in the classroom, as students memorise facts for regurgitation. According to Vernon and Blake (1993), problem-based learning is more than a teaching method. It is a complex mixture of general teaching philosophy, learning objectives, and goals. PBL is an instructional approach that uses problems as a context for students to acquire problem-solving skills and knowledge. This chapter describes the shift from traditional teaching methods to PBL. It discusses the characteristics of PBL and explains how it differs from other approaches, such as case-based, project-based, and lecture-based approaches.

scholarly journals Sci-tech libraries within the knowledge management system: From information specialist’s viewpoint

2020 ◽  
pp. 9-23 ◽  
Author(s):  
S. V. Zhmailo ◽  
O. V. Ulyanin
Keyword(s):  
Knowledge Management ◽  
Management System ◽  
Synergetic Effect ◽  
Basic Element ◽  
Information Resources ◽  
Knowledge Management System ◽  
Information Support ◽  
Management Systems ◽  
Electronic Library ◽  
Digital Collections

Many research institutions have been developing their knowledge management systems (KMS). This process may be facilitated if the existing sci-tech libraries are taken as basic element of this system, while the libraries’ task will be to transform itself from the institution providing information support into a knowledge managing entity. Today the structure of sci-tech libraries comprises the relevant book and journal collections, functioning electronic library systems and in-house digital collections of external and their own resources. Merging the traditional and electronic libraries into knowledge management system will produce a synergetic effect. Managing in-house databases, sci-tech libraries are potentially able to manage sci-tech, intellectual products and intellectual property which makes a functional KMS fragment. Managing both external and in-house scholarly and information resources, building single information space on organizational intranet-portal, perfectly chosen software — all these make the main conditions of successful incorporation of sci-tech libraries in the knowledge management system.

scholarly journals The Development of Problem Solving Skills through Problem-Based Learning in Economics in School Course

2020 ◽  
Vol 1 (1) ◽  
pp. 29-36
Author(s):  
Montha Chumsukon
Keyword(s):  
Knowledge Management ◽  
Problem Solving ◽  
21St Century ◽  
Rating Scales ◽  
Problem Based Learning ◽  
Behavioral Observation ◽  
Problem Solving Skills ◽  
Research Findings ◽  
High Level ◽  
Students Satisfaction

Problem-solving was necessary skill during the 21st century. According to the advanced social change, the traditional knowledge management focusing on the lecture which did not facilitate the problem thinking skill. The problem-based knowledge management was the instructional model, which could enhance the students’ problem-solving skill. The objectives of this research were: 1) to develop students’ problem-solving skill by using the Problem-Based Learning in Economics in School Course so that not less than 70% of students would have scores passing the specified criterion 70% of full score, and 2) to study the students’ satisfaction on Problem-Based Learning in Economics in School Course. The target group of this study was 32 second-year students who enrolled in Learning in Economics in School Course during the first semester of the 2017 academic year. There were 3 kinds of research instrument: 1) the instrument using for action including 9 problem-based plans, 27 hours, 2) the instrument using for reflecting research findings including the teachers’ teaching behavioral observation, the students’ learning behavioral observation, and 3 essay items of evaluation form in problem-solving skill at the end of cycle, and 3) the instrument used for evaluating the action performance including 5 multiple choice items of problem-solving skill, and 15 items of 5 level of rating scales for evaluating the students’ satisfaction. Data were 2 it is analyzed by using the statistics including percentage, mean, and standard deviation. The research findings found that: For the students’ problem-solving skill through problem-based learning in Economics in School Course, there were 25 students or 78% passing the specified criterion out of 32 students who were higher than the specified standard 70%. Also, the mean score was 42.7 9 points or 71.33% out of 60 points, passing the specified criterion 70%. For the students’ satisfaction in problem-based learning in Economics in School Couse, in overall, it was in “High” level (Very Satisfied). This research was classroom action research. It is beneficial for improving social studies teachers to develop future students. The students can continuously learn by themselves; it allows them the opportunity to achieve the goal of life-long learning and to become a person of quality for the 21st century.

Evaluation of problem-based learning innovation in medical education during the COVID-19 pandemic: a qualitative study among medical students (Preprint)

2020 ◽  
Author(s):  
Meiling Chen ◽  
Siyi Wang ◽  
Babatunde Akinwunmi ◽  
Wai-Kit Ming
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Thematic Analysis ◽  
Teaching Method ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Teaching Quality ◽  
Learning Preferences ◽  
Clinical Clerkship ◽  
Teaching Mode

BACKGROUND Most educators affected by the COVID-19 epidemic have had to find the most appropriate teaching approach to deal with this emergency teaching situation, i.e., an approach that can make good use of various teaching resources to achieve high adaptability. According to the characteristics of medical students and the course content of clinical clerkship, we adopted the problem-based learning (PBL) method to redesign the pedagogy of clerkship. At the end of the semester, the feasibility of the PBL teaching model in emergency remote teaching (ERT), which has an impact on students' learning experience and preference, was evaluated. Compared with other countries affected by the COVID-19 epidemic, the outbreak time and recovery time in China are both earlier; thus, the evaluation and feedback of ERT can provide the referential evidence to global educators and institutions. OBJECTIVE The objective of this study was to explore medical students' learning experience in ERT to understand how these positive and negative perceptions influence their learning preferences in different teaching modes and how the PBL model combined digital technology to influence teaching quality. METHODS Among 123 medical students from Jinan University, China, who participated in the questionnaire at the end of the ERT in the clinical clerkship course, 25 volunteered to have a further in-depth interview. We randomly select five veterinary students to participate in the one-on-one in-depth online interview, which was conducted within 30 minutes. After coding of the transcription by the NVivo 12.0 software, the collected qualitative data would undergo a thematic analysis. RESULTS The thematic analysis indicated two main themes. One is that the adoption of PBL is the crucial for overseas medical students to evaluate ERT positively, and is depicted by one sub-theme: positive comment contributions. The other theme is that clinical practice as the core of medical education has a decisive influence on the teaching mode preference of medical students, as depicted by two sub-themes: negative comment contributions; and preference in different teaching methods. CONCLUSIONS Although medical students preferred an offline teaching mode due to practical requirements, they generally gave positive comments on this ERT because of the PBL method pedagogy. This indicated the feasibility of the online PBL teaching method in medical education. Moreover, medical students' preferences in the combination of the online and offline teaching mode revealed a revolutionary new direction of revolution in medical education.

scholarly journals Evaluation of the Long-Term Impact of a Curriculum-Integrated Medical Information Literacy Program

2016 ◽  
Vol 37 (3) ◽  
Author(s):  
Suzanne Maranda ◽  
Brittany Harding ◽  
Laura Kinderman
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Information Literacy ◽  
Information Needs ◽  
Medical Information ◽  
Information Resources ◽  
Literacy Program ◽  
Clinical Questions ◽  
Queen's University ◽  
Long Term Impact

Introduction: Medical libraries have long provided educational programs to support evidence-based practice. Medical students at Queen’s University, Kingston, Ontario, participate in a curriculum-integrated information literacy program during the first two years of medical school. Do they retain, improve, or forget the skills? Do they continue to use the library resources during clerkship? Did they encounter barriers to prevent them from using the resources? Methods: A short survey was administered to 99 students at the end of medical school. The survey included questions about medical students’ attitudes and behaviours, their use of information resources, and their medical information literacy knowledge. Some of the knowledge questions were compared to pre- and post-tests that the same class completed in first year. Results: Fifty-three students completed the survey. The students rated their abilities very highly but there was only a weak positive relationship with the knowledge scores. Information resources were well used, both for clinical questions and to complete the mini-scholar exercises.Discussion: Medical students feel better prepared to answer clinical questions and their skills improved or remained the same for the content that could be compared between first and fourth year. Different resources were used for day-to day information needs and for the completion of the minischolar exercises. The results will inform changes to the Medical Information Literacy program at Queen’s University. The librarians will explore some of the barriers to access to ensure that future students can use information resources with more ease while away from campus.

Knowledge Management System for Problem Solving: Integration of Document Information and Formalized Knowledge

2003 ◽  
Author(s):  
Masaharu Yoshioka ◽  
Yasuhiro Shamoto
Keyword(s):  
Knowledge Management ◽  
Information Retrieval ◽  
Problem Solving ◽  
Management System ◽  
Knowledge Management System ◽  
Document Processing ◽  
Complicated Problem ◽  
The Past ◽  
History Of

In engineering activities various types of problems have to be solved. Most of these problems are routine problems and some are complicated problems for which it is difficult to formalize all the problem-solving processes. We propose a knowledge management system for supporting these problem solving processes. One example is using information applicable to new and complicated problems that has resulted from solving similar problems in the past. In addition, in such complicated problem solving processes, most of the decomposed sub-problems can be handled as routine problems. In this paper, we propose use of formalized knowledge and document information that represents the history of problem-solving processes to support the solution of both types of problem. For that purpose, we propose the Documentation Management system for Problem Solving (DMaPS), which supports a user solving a problem by document processing. In this support process, the system retrieves related documents for the user’s problems using formalized knowledge and information retrieval techniques. After retrieving related documents, the user modifies them to fit their problem. The modified information is associated with the formalized knowledge and is stored as documents for future reuse.

scholarly journals “Speedy Biochemistry” As a New Teaching Method in Preclinical Curriculum

2020 ◽  
Vol 15 (2) ◽  
pp. 327-332
Author(s):  
Noor Akmal Shareela Ismail ◽  
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Active Learning ◽  
Teaching Method ◽  
Academic Community ◽  
Learning Session ◽  
Learning Abilities ◽  
Practical Session ◽  
Preclinical Curriculum ◽  
Self Learning

Previous conventional practical session was reported to be less effective in achieving its objectives. Therefore, “Speedy Biochemistry” was introduced to assist students to apply knowledge they have learnt in the classroom. This setting promotes teamwork and application of knowledge in problem solving which can be achieved through active learning. Active learning has piqued the interest of the academic community in giving more benefits to the students. Steps on how to conduct the “Speedy Biochemistry” among Year-1 medical students were illustrated and collection of their feedback was recorded. “Speedy Biochemistry” can be a good active learning session to enhance and improve medical students’ interest in learning and their self-learning abilities in Biochemistry.

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