Integrating Medical Education with Medical Practice

2011 ◽  
pp. 433-445 ◽  
Author(s):  
Arindam Basu ◽  
Billy O’ Steen ◽  
Mary Allan
Keyword(s):  
Medical Education ◽  
Social Networking ◽  
Social Presence ◽  
Teaching And Learning ◽  
Professional Preparation ◽  
Web Based ◽  
Face To Face ◽  
Approach To Teaching ◽  
Networking Technologies ◽  
Social Constructivist Approach

Education is essentially a social phenomenon. As such, a social constructivist approach to teaching and learning is highly applicable to all disciplines and especially medicine where most graduates are required to deeply engage with society and need to communicate with a diverse array of people as part of their professional responsibilities. While traditional models of medical education are predicated on the establishment of face-to-face interactions, particularly within teaching hospital settings and residencies, there may be some opportunities to utilize current developments in online social networking technologies to enhance students’ and instructors’ experiences {references}. A review of social networking in the professional preparation of medical students and their subsequent practices would be helpful in determining the viability of such an approach. In this chapter, we provide a review of two key concepts of online social learning (social presence and media richness), explore how they can be implemented in the current wave of web based collaboration tools, and indicate their place in medical education. We provide a few examplars of how educators are incorporating web based or online social tools in student learning in the context of medical education and indicate some ways to extend this approach further.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Designing for Social Connectivity (Not Everyone Likes Webcams)

eLearn ◽  
2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
William P Lord
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Host Institution ◽  
Face To Face ◽  
Online Technologies ◽  
Potential Benefits ◽  
Complex Solutions ◽  
To Come

COVID-19 has forced vast numbers of educational institutions to shift their operations from being delivered face-to-face to being delivered online. As a result, academic institutions have had to scramble to find complex solutions that meet systems-wide online teaching and learning needs. The quality of interaction that occurs between the educator and the student is crucial to the success of delivering education via online technologies, and it is incumbent on the host institution to provide a usable, effective, and satisfying form of communication all participants may communicate with while maintaining a sense of social presence. It requires little effort to compile a list of potential benefits of using webcams in educational settings. It is more challenging to come up with a list of conditions as to when you may not require all learners to communicate using webcams. This article explores the benefits and challenges of incorporating webcams in teaching and learning in the online learning environment.

Implementation of Scholarship of Teaching and Learning through an On-Line Masters Program

2017 ◽  
pp. 888-918
Author(s):  
Klara Bolander Laksov ◽  
Charlotte Silén ◽  
Lena Engqvist Boman
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Time Study ◽  
Face To Face ◽  
Introductory Course ◽  
Part Time ◽  
On Line ◽  
The Individual

In this case study, the introductory course in an international masters program in medical education (MMedEd) called “Scholarship of Medical Education” is described. Some of the background to why the MMedEd was started and the underlying ideas and principles of the program are provided. The individual course, which consists of 10 weeks part time study on-line with an introductory face to face meeting, is described in terms of the intentions and pedagogical principles underlying the design, the teaching and learning activities, and how the students were supported to achieve the intended learning activities, as well as the challenges and concerns that arose throughout and after the course. Finally, some solutions to these problems are discussed.

WeBCEIS - A Scenario for Integrating Web-Based Education into Classical Education

2011 ◽  
pp. 398-414
Author(s):  
Muge Klein ◽  
Daniel Sommer ◽  
Wolffried Stucky
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
University Education ◽  
Traditional Classrooms ◽  
Delivery Methods ◽  
Web Based ◽  
Trade Off ◽  
Classical Education ◽  
Face To Face ◽  
Web Based Education

Web-based education implies many advantages for teachers and learners, such as independence of time and place, personalization, and interactivity, but an important factor in learning, namely, face-to-face communication in traditional classrooms, cannot be adequately emulated. Students in a classical university education would lose many important social interactions in a purely Web-based education scenario, which would have important repercussions on their university education. The trade-off is a “blended learning” scenario, which is the integration of assorted learning delivery methods to benefit from both education scenarios. We are, therefore, arguing for an integration of Web-based and classical education, and present WebCEIS— our blended learning scenario for integrating Web-based education into classical education—looking at the organizational and the technological aspects of teaching and learning, and present our strategy for the implementation of WebCEIS.

Evaluating Learning Experience through Educational Social Network Support in Blended Learning

2016 ◽  
pp. 1-16
Author(s):  
Marva Mirabolghasemi ◽  
Noorminshah A. Iahad
Keyword(s):  
Social Network ◽  
Blended Learning ◽  
Social Presence ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Research Literature ◽  
Course Management Systems ◽  
Face To Face ◽  
Network Support ◽  
Social Network Support

The Community of Inquiry (CoI) model has been used for exploring various aspects of blended learning courses using technology such as Course Management Systems (CMSs). However, there is a lack of research literature evaluating CoI in environments where students use an educational social network in addition to a CMS and face to face teaching and learning. This study investigates a learning experience in blended learning that combines the usage of a CMS, Edmodo, which is an educational Social Network Site (SNS) and face to face teaching and learning. The results have shown a significant relationship and prediction of overall learning experience in relation to teaching, cognitive and social presence in blended learning. Moreover, social presence is the most significant factor to predict the overall learning experience of students.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals E-learning in COVID 19 period: first year students’ perspective: a web-based Google form descriptive study

2021 ◽  
Vol 8 (2) ◽  
pp. 743
Author(s):  
Rose Davy C. ◽  
Koushiki Mani
Keyword(s):  
Medical Education ◽  
First Year ◽  
Continuous Learning ◽  
First Year Students ◽  
Web Based ◽  
Face To Face ◽  
E Learning ◽  
Normal Method ◽  
Power Point ◽  
Student’S Attitude

Background: The current COVID-19 pandemic has drastically changed the paradigm of medical education. Face-to-face mode of teaching was the basis of traditional medical education. In this crisis situation, e-learning has become the only method of education for continuous learning. In this study, we attempt to find out the students’ perspective of various aspects of e-learning.Methods: For the purpose of the study, a questionnaire was prepared to understand student’s attitude towards e-learning, their likes and dislikes about e-learning and also suggestions from their end to improve the existing modes of e-learning. The set of questionnaire (Google forms) along with informed consent was shared via whatsapp group at the end of physiology theory teaching session.Results: 175 first year MBBS students gave their consent and participated in this study. The most preferred method of e-learning was power-point with recorded narration and the least preferred method was live classes. Poor connectivity issue is the major challenge faced by the students in our study.Conclusions: In this COVID-19 era, the future of medical education has changed forever. E-learning is the new normal method of teaching. In order to be effective, students require support from Government, faculties and parents. 

Social Networking and the Psoriasis Patient

2010 ◽  
Vol 16a (2) ◽  
pp. 43-48
Author(s):  
Kristin Noiles ◽  
Richard Thomas
Keyword(s):  
Social Support ◽  
Social Networking ◽  
Support Groups ◽  
Online Social Networks ◽  
Psoriasis Patient ◽  
Support Networks ◽  
Online Forums ◽  
Web Based ◽  
Face To Face ◽  
Virtual Groups

The idea that social support networks can positively influence health has been well-documented. Face-to-face support groups and group therapy arose in the early 1900s as a means of providing psychological encouragement, and more recently online social networks have become available. Web-based disease representation is rapidly expanding, and virtual groups are now available for patients with psoriasis. Although these networks currently offer many helpful resources to patients and provide a medium by which individuals can communicate, they may also help to optimize psoriasis management and improve adherence to medications. These online communities may also provide a means of collecting data for research. As an adjunct to clinical management with numerous benefits, online forums will likely continue to gain popularity within the psoriasis community.

Multimodality in the Preparation of Teachers of the Social Studies

2016 ◽  
pp. 1501-1536
Author(s):  
Margaret E. Bérci
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Methods Course ◽  
Social Studies Methods ◽  
Web Based ◽  
Education Practice ◽  
Face To Face ◽  
The Social ◽  
Study Process

The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base represents a symbiotic integration of selected philosophical, theoretical, and methodological ideas. Specifically, it reports on two pilot courses that integrate online, traditional face-to-face, and Web-based formats. The project scaffolds the resulting weave with the Case Study process for Problem-Based Learning. This integration advances teacher education practice and facilitates the development of teacher candidates' democratic understanding of the issues surrounding the teaching and learning of Social Studies. It demonstrates the usefulness of multimodality in Education.

Social Networking Sites

2018 ◽  
pp. 118-129
Author(s):  
Osman Solmaz
Keyword(s):  
Second Language ◽  
Social Networking ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Context ◽  
Second Language Teaching ◽  
Networking Technologies ◽  
Interdisciplinary Projects ◽  
Language Teaching And Learning

The goal of the paper is to highlight the research examined within the context of social networking sites (SNSs), cross-cultural approaches, and relevant findings and implications for second language teaching and learning (L2TL). Furthermore, the study also investigates applicable frameworks across the academia that can be adapted by applied linguists and L2TL experts in SNS research. For this purpose, relevant findings from other fields of research and their potential implications for L2TL are presented along with applicable theoretical and methodological frameworks. It is pointed out that a number of studies from the fields can contribute to a better understanding of social networking technologies and their roles in language teaching and learning context. Therefore, it is recommended that L2TL experts investigating SNSs should familiarize themselves with SNS research across the academia and they carry out interdisciplinary projects by employing applicable theoretical and methodological frameworks.

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