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Computers in Medical Education HIM 3000
Roles of computers in medical education <ul><li>part of 2009 Stimulus plan to improve technology in education Provide fact...
Teaching strategies <ul><li>Lecture </li></ul><ul><li>Interactive </li></ul><ul><ul><li>Online </li></ul></ul><ul><ul><li>...
Online Learning <ul><li>How many students use distance learning as compared to campus course?  </li></ul><ul><li>Virtual l...
DISTRIBUTED LEARNING <ul><li>>90% OF AMERICAN COLLEGES AND UNIVERSITIES </li></ul><ul><li>CHANGING STUDENT DEMOGRAPHICS </...
WEBER STATE UNIVERSITY <ul><li>NON TRADITIONAL STUDENT BODY </li></ul><ul><li>WSU ONLINE </li></ul><ul><li>>20,000 STUDENT...
Study of Faculty in DCHP using communication tools in online learning
Evaluation of Communication tools based on learning styles Communication tools 1 2 3 4 5 6 7 8 9 10 Objective exam 1 2 3 1...
Cognitive Science <ul><li>Much research is being done on learning styles. </li></ul><ul><li>Students learn in different wa...
The student
Blended   Learning  Conceptualization Conventional Face to Face Classroom Fully  Online Blended Source:  Picciano, A.G.  (...
Blending with Purpose   –  The Multimodal Model Pedagogical Objective (s)  ->  Technology  Synthesis/ Evaluation  (Assignm...
Blended   Learning  Conceptualization Conventional Face to Face Classroom Fully Online Minimal Technology/Media Technology...
Blending with Purpose –University Perspective? Blend to assist students – Access Improve Learning Information Fluency Blen...
Blending Multirich Model
Weber State University <ul><li>Simman Simulator for nursing and respiratory care students. </li></ul><ul><li>-allows stude...
Weber State University <ul><li>Campus classroom </li></ul><ul><li>-enhancing information technology sector through grants ...
Robotic surgeryt Robotic surgery (prostatectomy 2007) 8 minutes http://www.youtube.com/watch?v=45BT7CiEBnQ
Discussion <ul><li>Discuss the merits and problems of placing the computer in control of the teaching environment with the...
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Ch 21

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  • Instructions given to faculty: Visualize the following tools of communication on a continuum scale from 1 to 10. A score of 1 relates to lean media. A score of 10 relates to rich media. The elements can incorporate visual, auditory, and kinesthetic (hands on learning) modes. If only one mode is used, it would be a low score (1-3). If two modes are utilized, a medium score (4-6). If all three modes are utilized give a high score (7-10). Please base your scores on the following communication tools in your online learning course.
  • My work with the Sloan Consortium on blended learning. Started in 2002. Just developing a definition proved problematic. In 2007, Chuck Dziuban and I published Blended Learning: Research Perspectives. Twenty-five researchers from around the country contributed to this book. It is still the only book with a specific focus on research in blended learning.
  • Content Management Solutions: two way This work has led me to a blended with purpose model. Discuss model and each component. Explain the purpose (items in white) and a potentially effective technology. Mention that the purpose should drive the use of the technology.
  • In 2007, Chuck Dziuban and I published Blended Learning: Research Perspectives. Twenty-five researchers from around the country contributed to this book. It is still the only book with a specific focus on research in blended learning.
  • My Blending with Purpose Model is essentially a Pedagogical Model but its basic premise can be extended to Institution as a whole.
  • Information came from a study at University of Illinois Chicago,
  • Learned book smart now have real world smart
  • View one online surgery that you show interest to.
  • Transcript of "Ch 21"

    1. 1. Computers in Medical Education HIM 3000
    2. 2. Roles of computers in medical education <ul><li>part of 2009 Stimulus plan to improve technology in education Provide facts and information </li></ul><ul><li>Teach strategies for applying knowledge appropriately in medical situations </li></ul><ul><li>Encourage the development of lifelong learning skills </li></ul>
    3. 3. Teaching strategies <ul><li>Lecture </li></ul><ul><li>Interactive </li></ul><ul><ul><li>Online </li></ul></ul><ul><ul><li>Classroom </li></ul></ul><ul><ul><li>Bedside (hands on) </li></ul></ul><ul><ul><ul><li>See one, do one, teach one </li></ul></ul></ul><ul><ul><ul><li>Explicit teaching </li></ul></ul></ul>
    4. 4. Online Learning <ul><li>How many students use distance learning as compared to campus course? </li></ul><ul><li>Virtual lab? </li></ul><ul><li>Future EMR for DCHP at WSU </li></ul><ul><li>WebCT </li></ul>
    5. 5. DISTRIBUTED LEARNING <ul><li>>90% OF AMERICAN COLLEGES AND UNIVERSITIES </li></ul><ul><li>CHANGING STUDENT DEMOGRAPHICS </li></ul><ul><li>ONLINE TECHNOLOGIES </li></ul><ul><li>Current emphasis on enhancing technology online (video conferencing, live chats, recorded lecture etc) </li></ul>Background
    6. 6. WEBER STATE UNIVERSITY <ul><li>NON TRADITIONAL STUDENT BODY </li></ul><ul><li>WSU ONLINE </li></ul><ul><li>>20,000 STUDENTS; ONE THIRD ENROLLED IN 660 ONLINE SECTIONS </li></ul><ul><li>WEBCT VISTA </li></ul><ul><li>TRAINING AND SUPPORT </li></ul>Background
    7. 7. Study of Faculty in DCHP using communication tools in online learning
    8. 8. Evaluation of Communication tools based on learning styles Communication tools 1 2 3 4 5 6 7 8 9 10 Objective exam 1 2 3 1 0 1 2 1 2 1 Online discussion 0 1 4 1 3 4 1 2 0 0 Synchronous chat 0 0 0 1 0 1 0 0 0 2 Streaming video 0 0 1 0 1 2 2 1 2 1 Powerpoint slides 1 1 1 0 1 2 2 3 2 1 Powerpoint slides with audio 0 0 0 0 0 1 1 4 1 1 Email 0 4 2 2 1 0 0 3 1 3 Essays 0 0 2 1 2 1 0 3 0 0 Written papers 0 3 3 1 2 2 1 4 0 0 Video conferencing 0 0 0 0 2 0 0 1 0 2 Podcasting 1 0 0 0 1 2 1 0 1 0 written lecture notes 1 3 0 2 1 3 0 1 1 0 recorded audio of lecture 1 1 0 0 1 3 0 1 0 0
    9. 9. Cognitive Science <ul><li>Much research is being done on learning styles. </li></ul><ul><li>Students learn in different ways based on age, learning styles (visual, auditory, kinesthetic), and pace of instruction. </li></ul>
    10. 10. The student
    11. 11. Blended Learning Conceptualization Conventional Face to Face Classroom Fully Online Blended Source: Picciano, A.G. (2007). Chapter 1 in Picciano, A.G. & & Dzuiban, C. (Eds.) Blended learning: Research perspectives. Needham, MA: The Sloan Consortium. http://www.sloan-c.org/publications/books/index.asp
    12. 12. Blending with Purpose – The Multimodal Model Pedagogical Objective (s) -> Technology Synthesis/ Evaluation (Assignments/Assessment) Papers, Tests, Student Presentations (PPT, Youtube), E-Portfolios Reflection (Blog,Journal) Collaboration/Student Generated Content (Wiki) Social/Emotional (Face to Face) Dialectic/Questioning (Discussion Board) Content (CMS/Media/MUVE) Blending with Purpose
    13. 13. Blended Learning Conceptualization Conventional Face to Face Classroom Fully Online Minimal Technology/Media Technology/Media Infused Blended Blended Blended Blended Students meet f2f – teacher uses simple technology such as email, or web for e-lectures. Students meet f2f – teacher uses technology in class such as interactive simulations, digitally controlled experiments Students meet online - teacher uses simple technology such as CMS, electronic bulletin boards. Students meet online – teacher uses more advanced technology such as interactive videoconferencing Source: Picciano, A.G. (2007). Chapter 1 in Picciano, A.G. & & Dzuiban, C. (Eds.) Blended learning: Research perspectives. Needham, MA: The Sloan Consortium. http://www.sloan-c.org/publications/books/index.asp
    14. 14. Blending with Purpose –University Perspective? Blend to assist students – Access Improve Learning Information Fluency Blend to support faculty – Training and Development Improve Teaching Blend to maximize facilities – Recapture classroom space Blend in response to societal needs – Workforce Development Globalization Partnerships
    15. 15. Blending Multirich Model
    16. 16. Weber State University <ul><li>Simman Simulator for nursing and respiratory care students. </li></ul><ul><li>-allows students to practice on a model of a process or another system: for example patient in cardiac arrest </li></ul><ul><li>http://www.youtube.com/watch?v=B1Q4knSPqwc&feature=related Simman example </li></ul>
    17. 17. Weber State University <ul><li>Campus classroom </li></ul><ul><li>-enhancing information technology sector through grants from 2009 stimulus plan </li></ul><ul><li>-EMR </li></ul><ul><li>-create a small hospital within for nurse to practice, rad techs, respiratory, and HIM specialists. </li></ul>
    18. 18. Robotic surgeryt Robotic surgery (prostatectomy 2007) 8 minutes http://www.youtube.com/watch?v=45BT7CiEBnQ
    19. 19. Discussion <ul><li>Discuss the merits and problems of placing the computer in control of the teaching environment with the student essentially responding to computer inquiries verses having the student in control with a much larger range of alternative courses of action. </li></ul>
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