Technology Enhanced Learning in Continuing Medical Education

Traditional Training ◽

Set Up ◽

The Individual ◽

The traditional training programs will be increasingly intended as the early stages of a learning process designed to last over time under the direct responsibility of the individual. This is true particularly in cases where professional knowledge is prone to rapid obsolescence. Such is the case of the medical profession where, besides an initial university education and professional development based on direct experience, there is the need for a process of continuous education on scientific research results and best professional practice carried out by colleagues (Manning & DeBakey, 2001; Wyatt, 2000). It is precisely due to this requirement that many educational institutions and agencies in Italy have set up specific continuing medical education (CME) programs.

Cross-disciplinary perspectives on the transition to remote education

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2020-000814 ◽

2021 ◽

pp. bmjstel-2020-000814

Author(s):

Natasha Houghton ◽

Will Houstoun ◽

Sophie Yates ◽

Bill Badley ◽

Roger Kneebone

Keyword(s):

Medical Education ◽

Performing Arts ◽

Procedural Knowledge ◽

Clinical Skills ◽

Practical Skills ◽

Digital Resources ◽

Face To Face ◽

Direct Patient Contact ◽

The COVID-19 pandemic has prompted the cancellation of clinical attachments and face-to-face teaching at medical schools across the world. Experiential learning—through simulation or direct patient contact—is essential for the development of clinical skills and procedural knowledge. Adapting this type of teaching for remote delivery is a major challenge for undergraduate medical education. It is also an opportunity for innovation in technology enhanced learning and prompts educators to embrace new ways of thinking. In this article, the authors explored how educators from different disciplines (medicine, music and performing arts) are using technology to enhance practical skills-based learning remotely.The authors, five experienced educators from different fields (surgery, medicine, music and magic), jointly documented the transition to technology enhanced remote teaching through a series of five structured conversations. Drawing from literature on distance learning in medicine and professional experience in education, the authors identified seven practice-enhancing recommendations for optimising teaching of procedural knowledge and skills. These are: (1) make a virtue out of necessity; (2) actively manage your environment; (3) make expectations clear; (4) embrace purposeful communication; (5) use digital resources; (6) be prepared for things to go wrong and (7) personalise the approach. The authors argue that widening the discourse in technology enhanced learning to include cross-disciplinary perspectives adds richness and depth to discussions. This article demonstrates a cross-disciplinary approach to addressing challenges in technology-enhanced medical education.

The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition.

Compass Journal of Learning and Teaching ◽

10.21100/compass.v10i1.371 ◽

2017 ◽

Vol 10 (1) ◽

Cited By ~ 1

Author(s):

Katharine Jewitt

Keyword(s):

New Technologies ◽

Online Courses ◽

Massive Open Online Courses ◽

Traditional Teaching ◽

Massive Open Online ◽

Traditional Teaching Methods ◽

Cautionary Tales ◽

Given the emerging nature of massive open online courses (MOOCs), this paper is a synthesis of critical reflections, commentaries and cautionary tales from a variety of perspectives, looking at the issues facing education and considering whether traditional teaching methods have outlived their usefulness.In times where educational institutions are facing financial cuts and student debt increases, some argue free university online courses will be the saviour of education, (Koller et al, 2013). Others argue they could destroy centuries of tradition and threaten some of the world's greatest universities (Vardi 2012).This paper, builds on the research by examining some of the phenomenal changes to technology enhanced learning, being brought about by new technologies and business. It summarises some of the key discourses around MOOCs, which continue to generate heated debates and divide opinions about their credibility, value and importance. I argue that any form of technology that drives engaging and tailored education, precisely to the needs of the individuals, coupled with opening up education to those that cannot afford it, has to be a viable alternative and make traditional, academic institutions question their offerings and respond.

Technology-enhanced Learning of Community Health in Undergraduate Medical Education

Can J Public Health ◽

10.1007/bf03404365 ◽

2010 ◽

Vol 101 (2) ◽

pp. 165-170 ◽

Cited By ~ 4

Author(s):

Kalyani Premkumar ◽

Allen G. Ross ◽

Jennifer Lowe ◽

Carla Troy ◽

Cheryl Bolster ◽

...

Keyword(s):

Medical Education ◽

Community Health ◽

Undergraduate Medical Education ◽

Pepys’s plague: How the reaction of the individual, society and the medical profession to the Great Plague of 1665 is similar to our experience of Covid-19

Journal of Medical Biography ◽

10.1177/0967772020948781 ◽

2020 ◽

pp. 096777202094878

Author(s):

Conor Mosli-Lynch ◽

Nicholas O'Shaughnessy

Keyword(s):

Medical Profession ◽

Source Material ◽

Official Statistics ◽

Business Interests ◽

The Government ◽

Set Up ◽

The Individual ◽

The City ◽

Samuel Pepys

Introduction The celebrated diarist Samuel Pepys kept a detailed diary of exceptional candour throughout the years of The Great Plague of 1665, in which he recorded his own observations as well as the reactions of society and the medical profession to this unprecedented event. In this paper we examine his diaries at the time of the plague, as well as in the proceeding years and consider how the experiences of Pepys are similar to our own experiences of the 2020 Coronavirus Epidemic. Method We examined the entire diaries of Samuel Pepys from 1664 to 1670, as well as supplementary source material, looking for all references to The Great Plague. Results and Conclusion: Though written over 350 years ago the diaries paint a very co-orientated response of society to The Plague. Accurate official statistics were available weekly, isolation was imposed and the government made provision for ‘pest houses' to be set up. Pepys is grateful to the doctors who remain in London but critical of the majority who flee the city. Pepys's own reactions, which progress from fear of contracting the disease to fear for his business interests, mirror today's reaction to The 2020 Coronavirus Epidemic.

Forschungsfeld Learning Analytics

i-com ◽

10.1524/icom.2012.0007 ◽

2012 ◽

Vol 11 (1) ◽

pp. 22-25 ◽

Cited By ~ 1

Author(s):

Mohamed Amine Chatti ◽

Anna Lea Dyckhoff ◽

Ulrik Schroeder ◽

Hendrik Thüs

Keyword(s):

Learning Process ◽

Learning Analytics ◽

Future Trend ◽

Research Opportunities ◽

Learning And Teaching ◽

Process Learning ◽

Summary Learning analytics has attracted a great deal of attention in technology enhanced learning (TEL) in recent years as educational institutions and researchers are increasingly seeing the potential that learning analytics has to support the learning process. Learning analytics has been identified as a possible key future trend in learning and teaching (Johnson et al., 2011). Analytics can be a powerful tool to support learning. There are, however, a number of issues that need to be addressed before starting analytics projects. In this paper, we identify various challenges and research opportunities in the emerging area of learning analytics.

Continuing medical education in Serbia 2011-2017: A standstill

Srpski arhiv za celokupno lekarstvo ◽

10.2298/sarh210107041n ◽

2021 ◽

pp. 41-41

Author(s):

Ruzica Nikolic-Mandic ◽

Vesna Bjegovic-Mikanovic ◽

Helmut Wenzel ◽

Nebojsa Lalic ◽

Ulrich Laaser ◽

...

Keyword(s):

Medical Education ◽

Continuing Medical Education ◽

Principal Component ◽

Complete Information ◽

Influential Factors ◽

Nominal Data ◽

Administrative Organization ◽

Medical Faculties ◽

Credit Points

Introduction/Objective. Continuing Medical Education (CME) is a crucial element to keep the level of professionalism in the three key fields of medical education: pre-clinical, clinical, and public health. The profile of CME in Serbia has been analyzed for the years 2011 to 2017. Methods. Between 2011 and 2017, 11.557 courses of CME have been submitted for accreditation, described by 26 variables. Due to the predominance of nominal data, we employed a Principal Component Analysis (PCA) using a NIPALS Algorithm (PCA/PLS) to arrange the 16 variables with complete information in such a way that most influential factors could be displayed and ranked. The analysis was done with TIPCO Statistical Software. Results. The Medical Faculty of Belgrade takes the top position among the medical faculties in Serbia with 569 or 7.9% (N = 1,187; 2011-2017) whereas non-educational institutions with 86.2% of all courses (N = 11,514) are the most dominant providers. Clinical topics dominate the thematic spectrum with 59.7%. Between 2012 and 2017, the total number of courses offered diminished by 16.9%. A PCA of 16 potential determinants of CME reveals that most relevant are duration, credit points, price and number of lecturers. Conclusions. For the last decade, a standstill or even regression in development can be observed. Especially the Faculties of Medicine in Serbia, as well as other major providers, should reconsider the entire structure of their administrative organization and initiate innovative development.

Macedonian Medical Association – Seventy Years from Its Establishment, 1945-2015

Open Access Macedonian Journal of Medical Sciences ◽

10.3889/oamjms.2016.105 ◽

2016 ◽

Vol 4 (4) ◽

pp. 733-739

Author(s):

Doncho Donev

Keyword(s):

Health Care ◽

Medical Education ◽

Medical Association ◽

Continuing Medical Education ◽

Medical Profession ◽

Relevant Literature ◽

Sources Of Information ◽

Republic Of Macedonia ◽

The Past ◽

The Republic

AIM: To present the phases of development and activities over the 70-year period of existence and work of the Macedonian Medical Association, from its establishment in 1945 to 2015.METHODS: A retrospective study based on available archive materials, encyclopaedias and other sources of information and reviews of the relevant literature, and personal experiences and observations of the author.RESULTS: Macedonian Medical Association was established on August 12, 1945, with science and health educational mission and program. Dr Boris Spirov was elected as the first president of the Association, one of the main initiators and facilitators of activities in health care sector, including the establishment of the Faculty of Medicine in Skopje in March 1947. Over the past 70 years, the Association is the main carrier and has a key role and contribution in continuing medical education, vocational and scientific advancement of medical staff and improvement the dignity and reputation of the medical profession. The journal of the Association Macedonian Medical Review has contributed to spreading and advancement of knowledge and skills of modern medicine, as well as presenting professional and scientific achievements of physicians in the past 70 years. Macedonian Medical Association is a member of the World Medical Association and many other international associations and organisations contributing to international collaboration in education and science and promoting the Republic of Macedonia in Europe and worldwide.CONCLUSION:Macedonian Medical Association over the 70-year period of its existence has been one of the pillars and lighthouse in the healthcare system in the Republic of Macedonia with great contribution to the advancement of medical and related sciences and continuing medical education, strengthening of health services and health care for the population and overall socio-economic development of the Republic of Macedonia during the past 70 years.