scholarly journals Cost-Efficient Medical Education: An Innovative Approach to Creating Educational Products

2019 ◽  
Vol 11 (6) ◽  
pp. 713-716 ◽  
Author(s):  
Eric Kaplovitch ◽  
Mirek Otremba ◽  
Matthew Morgan ◽  
Luke A. Devine
Keyword(s):  
Lumbar Puncture ◽  
Medical Training ◽  
Cost Effective ◽  
Instructional Program ◽  
Just In Time ◽  
University Of Toronto ◽  
Procedural Instruction ◽  
E Learning ◽  
Cost Efficient ◽  
The University

ABSTRACT Background Cost is a barrier to creating educational resources, and new educational initiatives are often limited in distribution. Medical training programs must develop strategies to create and implement cost-effective educational programming. Objective We developed high-quality medical programming in procedural instruction with efficient economics, reaching the most trainees at the lowest cost. Methods The Just-In-Time online procedural program was developed at the University of Toronto in Canada, aiming to teach thoracentesis, paracentesis, and lumbar puncture skills to internal medicine trainees. Commercial vendors quoted between CAD $50,000 and $100,000 to create 3 comprehensive e-learning procedural modules—a cost that was prohibitive. Modules were therefore developed internally, utilizing 4 principles aimed at decreasing costs while creating efficiencies: targeting talent, finding value abroad, open source expansion, and extrapolating efficiency. Results Procedural modules for thoracentesis, paracentesis, and lumbar puncture were created for a total cost of CAD $1,200, less than 3% of the anticipated cost in utilizing traditional commercial vendors. From November 2016 until October 2018, 1800 online instructional sessions have occurred, with over 3600 pageviews of content utilized. While half of the instructional sessions occurred within the city of Toronto, utilization was documented in 10 other cities across Canada. Conclusions The Just-in-Time online instructional program successfully created 3 procedural modules at a fraction of the anticipated cost and appeared acceptable to residents based on website utilization.

63. Developing a program for resident wellness at the postgraduate medical education office, University of Torontos

2007 ◽  
Vol 30 (4) ◽  
pp. 63 ◽  
Author(s):  
S. Edwards ◽  
S. Verma ◽  
R. Zulla
Keyword(s):  
Mental Health ◽  
Medical Education ◽  
Stress Management ◽  
Residency Training ◽  
Medical Training ◽  
Postgraduate Medical Education ◽  
Program Directors ◽  
University Of Toronto ◽  
Resident Wellness ◽  
The University

Prevalence of stress-related mental health problems in residents is equal to, or greater than, the general population. Medical training has been identified as the most significant negative influence on resident mental health. At the same time, residents possess inadequate stress management and general wellness skills and poor help-seeking behaviours. Unique barriers prevent residents from self-identifying and seeking assistance. Stress management programs in medical education have been shown to decrease subjective distress and increase wellness and coping skills. The University of Toronto operates the largest postgraduate medical training program in the country. The Director of Resident Wellness position was created in the Postgraduate Medical Education Office to develop a systemic approach to resident wellness that facilitates early detection and intervention of significant stress related problems and promote professionalism. Phase One of this new initiative has been to highlight its presence to residents and program directors by speaking to resident wellness issues at educational events. Resources on stress management, professional services, mental health, and financial management have been identified and posted on the postgraduate medical education website and circulated to program directors. Partnerships have been established with physician health professionals, the University of Toronto, and the Professional Association of Residents and Internes of Ontario. Research opportunities for determining prevalence and effective management strategies for stress related problems are being identified and ultimately programs/resources will be implemented to ensure that resident have readily accessible resources. The establishment of a Resident Wellness Strategy from its embryonic stags and the challenges faced are presented as a template for implementing similar programs at other medical schools. Earle L, Kelly L. Coping Strategies, Depression and Anxiety among Ontario Family Medicine Residents. Canadian Family Physician 2005; 51:242-3. Cohen J, Patten S. Well-being in residency training: a survey examining resident physician satisfaction both within and outside of residency training and mental health in Alberta. BMC Medical Education; 5(21). Levey RE. Sources of stress for residents and recommendations for programs to assist them. Academic Med 2001; 70(2):142-150.

Theory and Practice for Distance Education

2011 ◽  
pp. 119-143 ◽  
Author(s):  
Charles E. Beck ◽  
Gary R. Schornack
Keyword(s):  
Distance Education ◽  
Cost Effective ◽  
Educational Process ◽  
Theory And Practice ◽  
New Thinking ◽  
E Learning ◽  
Time Distance ◽  
Measures Of Effectiveness ◽  
The University ◽  
Rich Content

A new world of distance education demands new thinking. Key components to completing the distance educational system requires that institutions determine how the process is designed, delivered, integrated, and supported. Unfortunately, educational administrators tend to view distance education merely as a process of taking existing readings, exercises, handouts, and posting them to the Web. While this approach may seem cost effective, such an approach is not educationally effective. Although the meaningful transition to e-education has just begun, determining measures of effectiveness and efficiency requires innovations in social and political thought beyond the advances in technology. The educational process requires feedback from the professor, from the student, and from the wider community, especially businesses who hire the graduates. As e-learning and higher education reach new heights, they are changing the functions of the university. E-learning changes all the ground rules, including time, distance, and pedagogy. We now have new ways to reach and interact with students, present rich content in courses, and deliver the technologies of the smart classroom to students, wherever they are in the world.

scholarly journals E-LEARNING: DEVELOPING TOMORROW'S EDUCATION

2021 ◽  
Vol 2 ◽  
pp. 136-140
Author(s):  
. Rohit ◽  
Peter Grabusts ◽  
Artis Teilans
Keyword(s):  
Cost Effective ◽  
Computer Based Learning ◽  
Physical Presence ◽  
E Learning ◽  
Computer Based ◽  
Rapid Pace ◽  
The Times ◽  
The University ◽  
Text Images ◽  
Learning Concept

E-learning refers to the term to deliver education or training using digital resources. Computer-based learning, which is considered the keystone of today's E-learning concept, was born in the 80s. Earlier E-learning provides education using only text as with the development in technology it allows adding various forms, i.e., Graphical Text, Images, Video Conferencing etc. In today's time, the concept of is E-learning growing at a rapid pace. Improved bandwidth and growing technology helped in pushing the expansion of E-learning. Along with the university, large corporate companies are also resorting to E-learning. E-learning provides many advantages as compare to Instructor-led training (ILT). E-learning saves the times of travel as physical presence is not required. Education can be provided from anywhere at any time. E-learning is cost-effective also as the course, once developed, can be modified easily. There can some concern which can be faced by the trainer and leaners in future. Adopting E-learning will be a step towards saving the environment. It will be environmentally friendly as tablets will replace books; paper notes will be replaced with digital messages. Digital tools will help to reduce the burden of a student. Artificial Intelligence is a prevalent concept in computer science. A branch of AI, known as a Neural Network, is based on the human brain. The research's main aim is to review existing methods and analyse further possibilities of E-learning systems with neural networks.

Advancing E-Learning Policy and Practice

2011 ◽  
pp. 65-80 ◽  
Author(s):  
Dawn Birch ◽  
Bruce Burnett
Keyword(s):  
Distance Education ◽  
Tertiary Education ◽  
Cost Effective ◽  
University Administrators ◽  
Policy And Practice ◽  
Contested Space ◽  
Communications Technologies ◽  
E Learning ◽  
The University ◽  
Information Communications Technologies

Tertiary education is increasingly a contested space where advances in Information Communications Technologies and their application to technology-mediated e-learning environments have forced university administrators and educators to dislocate themselves from traditional correspondence modes of student engagement. Compounding this paradigmatic shift within the traditional sphere of distance education pedagogy are multiple and conflicting pressures on academics to develop flexible, engaging, cost-effective and sustainable interactive learning resources that incorporate both multimedia and hypermedia. This chapter reports on a study that examined factors that influence educators’ decision to adopt and integrate educational technology and convert traditional print-based distance education materials into interactive multimodal e-learning formats. Although the broader study was conducted in a single Australian university and investigated pedagogical, institutional and individual factors, this chapter restricts its focus to solely the pedagogical motivations and concerns of educators. It is argued that findings from the study have significance at the institutional level, particularly in terms of developing an underlying pedagogical rationale that can permeate the e-learning culture throughout the university, while at the same time, providing a roadmap for educators who are yet to fully engage with the e-learning format.

Animating the Anatomical Specimen: Regional Dissection and the Incorporation of Photography in J.C.B. Grant’s An Atlas of Anatomy

2012 ◽  
Vol 18 (1) ◽  
pp. 120-150 ◽  
Author(s):  
Kim Sawchuk
Keyword(s):  
Medical Training ◽  
Gross Anatomy ◽  
The Body ◽  
New Techniques ◽  
Line Drawings ◽  
University Of Toronto ◽  
Anatomical Specimen ◽  
Modes Of Representation ◽  
History Of ◽  
The University

In 1943 Dr J.C.B. Grant, of the University of Toronto, published the first anatomical atlas ever fully produced in North America, An Atlas of Anatomy. Within the history of biomedical teaching, the publication of this textbook is remarkable for at least two reasons, both connected to the themes of animation and automation. The visual narrative of the anatomical body found in Grant’s Atlas encapsulated a paradigmatic shift in gross anatomy from a systemic approach (dividing the body into its systems) to a regional anatomy (dividing the body into areas containing interlocking systems). The contextually contingent reasons for this shift in medical training are represented in the production of this textbook. What is crucial is that anatomy is thus conceived as directly applicable to surgical practice, which intervenes on the bodies of the living, rather than the dead. The second important dimension of Grant’s Atlas was his rigorous, yet invisible, incorporation of photography into the practice of medical illustration. Grant’s Atlas systematically deployed hand-drawn tracings of photographic images in the production of his bestselling textbook to affirm an indexical connection to a ‘real body’. At the same time, this use of photography is erased within the visuals, which rely instead on hand-drawn illustrations (line-drawings and carbon-dusting) to produce this particular pedagogy of the anatomical body. The production of ‘textbook anatomy’ is thus articulated to changes in technical modes of representation (photography) and to the new techniques in print-technologies from the late 19th until the mid 20th century.

scholarly journals Evaluation of a pilot immunization curriculum to meet competency training needs of medical residents

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Rebecca A. Shalansky ◽  
Margaret Wu ◽  
Shixin Cindy Shen ◽  
Colin Furness ◽  
Shaun K. Morris ◽  
...  
Keyword(s):  
Cost Effective ◽  
Medical Intervention ◽  
Medical Residents ◽  
University Of Toronto ◽  
Competency Training ◽  
Knowledge Questionnaire ◽  
Before And After ◽  
Case Based Learning ◽  
The University ◽  
Case Based

Abstract Background Vaccination is the most cost-effective medical intervention known to prevent morbidity and mortality. However, data are limited on the effectiveness of residency programs in delivering immunization knowledge and skills to trainees. The authors sought to describe the immunization competency needs of medical residents at the University of Toronto (UT), and to develop and evaluate a pilot immunization curriculum. Methods Residents at the University of Toronto across nine specialties were recruited to attend a pilot immunization workshop in November 2018. Participants completed a questionnaire before and after the workshop to assess immunization knowledge and compare baseline change. Feedback was also surveyed on the workshop content and process. Descriptive statistics were performed on the knowledge questionnaire and feedback survey. A paired sample T-test compared questionnaire answers before and after the workshop. Descriptive coding was used to identify themes from the feedback survey. Results Twenty residents from at least six residencies completed the pre-workshop knowledge questionnaire, seventeen attended the workshop, and thirteen completed the post-workshop questionnaire. Ninety-five percent (19/20) strongly agreed that vaccine knowledge was important to their career, and they preferred case-based teaching. The proportion of the thirty-four knowledge questions answered correctly increased from 49% before the workshop to 67% afterwards, with a mean of 2.24 (CI: 1.43, 3.04) more correct answers (P < 0.001). Sixteen residents completed the post-workshop feedback survey. Three themes emerged: first, they found the content specific and practical; second, they wanted more case-based learning and for the workshop to be longer; and third, they felt the content and presenters were of high quality. Conclusions Findings from this study suggest current immunization training of UT residents does not meet their training competency requirements. The study’s workshop improved participants’ immunization knowledge. The information from this study could be used to develop residency immunization curriculum at UT and beyond.

scholarly journals Medical Education Research and the Hierarchy in Medical Training: An Interview with Dr. Dylan Bould

2017 ◽  
Author(s):  
Menachem Benzaquen
Keyword(s):  
Medical Education ◽  
Education Research ◽  
Medical Training ◽  
Pediatric Anesthesia ◽  
Healthcare Education ◽  
Cardiac Anesthesia ◽  
University Of Toronto ◽  
Organization Process ◽  
The University ◽  
Master Of Education

AbstractDr. Dylan Bould is an anesthesiologist at CHEO (Children’s Hospital of Eastern Ontario) and Director of Education Research at the University of Ottawa’s Department of Anesthesiology. Dr. Bould began training in anesthesia in the U.K. and completed fellowships in pediatric anesthesia and medical education at SickKids and St. Michael’s Hospital in Toronto, as well as a pediatric cardiac anesthesia fellowship in London, England. Over the course of his fellowships in Toronto, Dr. Bould completed a Master of Education at the University of Toronto focusing on medical education. Dr. Bould is also involved in global health, having worked in Nepal and Kenya, and was part of the organization process of the University of Zambia Anesthesia Residency Program. Dr. Bould’s current research focuses on hierarchy in medical training, mentorship in medical education, and simulation in healthcare education. RésuméDr Dylan Bould est un anesthésiologiste au Centre hospitalier pour enfants de l’est de l’Ontario (CHEO) et le directeur de la recherche en enseignement au département d’anesthésie de l’Université d’Ottawa. Dr Bould a commencé sa formation en anesthésie au Royaume-Uni et a complété des formations complémentaires (fellowships) en anesthésie pédiatrique et en enseignement médical à SickKids et à l’Hôpital St Michael à Toronto, ainsi qu’une formation en anesthésie cardiaque pédiatrique à Londres, en Angleterre. Au cours de ses formations complémentaires à Toronto, Dr Bould a complété une maîtrise en éducation à l’Université de Toronto axée sur l’enseignement médical. Dr Bould est également impliqué dans le domaine de la santé mondiale, ayant travaillé au Népal et au Kenya, et ayant aidé à mettre sur pied le programme de résidence en anesthésie à l’Université de la Zambie. La recherche actuelle de Dr Bould se concentre sur la hiérarchie présente lors de la formation médicale, le mentorat en enseignement médical, et la simulation dans l’enseignement des soins de santé. 

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