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香港六合彩
 

香港六合彩

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没精打采地说,没事,就是有些晕,睡一觉就什么都忘了。说者无意,听者有心,王峰试探地问道,你什么都不记得了?见子允表情有变,忙补充道,没...

没精打采地说,没事,就是有些晕,睡一觉就什么都忘了。说者无意,听者有心,王峰试探地问道,你什么都不记得了?见子允表情有变,忙补充道,没事就好,没事就好。子允立刻想到昨天的谈话。香港六合彩理解的没事,当然还包括过马路时的险情,这事如果让王峰知道,没准会被说成痴情或者迷情。嗯,你也没事吧?香港六合彩故意不动声色,昨天喝的酒彼此彼此,也该反问一下王峰。其实,香港六合彩很想知道王峰关心的究竟是什么,会不会是自己最在意的那段梦里的事,如果昨天真的说了,也好想办法辩解掉。王峰如获大赦,我哪有事,只要你没事就好。子允好笑,都闹不清这有事没事的究竟什么意思了。一旁看着几何解题秘诀的张腾忽然嚷道,什么没事没事的,我都给搅得有事了。说完继续眯着没睡醒的眼睛啃书。王峰看不惯这种人,横着眉毛要理论。子允拦住小声说,跟书呆子计较什么,把香港六合彩头打通了也没人说你本事,到头来老班还要找你,说不定还赏你个摧残班级学习标兵的罪名。两人相视一笑,张腾哪是学习标兵的料。如此开涮两句,王峰心中舒坦许多。香港六合彩一晚上都琢磨今天怎么来跟子允解释的事,解释昨天不是有心套话,见到子允却又莫名其妙地缺少勇气,就像子允准备好今天要好好看一眼周晨晨的,到了班上都不敢正面去瞧。在座位上等了一上午,周晨晨都没来找自己,也没朝自己看过。香港六合彩没离开过座位,这得益于香港六合彩早上没喝一口水,而不离开座位也可以避免装瘸。课间,香港六合彩何曾这么老实过,后来王峰都笑香港六合彩是不是被人上了紧箍咒。香港六合彩有自己的打算,只要周晨晨没看见香港六合彩乱走乱动,只要周晨晨见到香港六合彩时都留在座位上,就能说明伤得不轻,就能吸引香港六合彩来关心。但周晨晨问都不问,也不知香港六合彩注意到没有,这让香港六合彩不是滋味。香港六合彩奇怪,香港六合彩能向别人打听自己的手机号码为什么不能现在找自己,昨天还那样关心自己撞伤的事,今天却问都不问,害得自己白装受伤义的样子。子允坐在第四组的第五排

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香港六合彩 香港六合彩 Presentation Transcript

  • ALN Student Support Systems The GME Core Curriculum Experience at UIC Gerald R. Stapleton, MS Joseph W. York, PhD Leslie J. Sandlow, MD Department of Medical Education University of Illinois at Chicago College of Medicine
  • ALN Student Support Systems: The GME Core Curriculum Experience at UIC Key contributions by members of the Online Development and Support Staff Department of Medical Education Balusubramian Swaminathan, MBA, MIS Lisa McKamy, MPA Memoona Hasnain, MD, PhD Bhaskar Darbha, BS Mahesh Kaleru, BS KayC Pincuspy, BA
  • First, a little background… The GME Core Curriculum Furthermore… The Accreditation Council for Graduate Medical Education (ACGME) In the interest of assuring that each resident is prepared to deal with medical and professional issues that exceed the limits of their clinical specialty, the ACGME requires that each residency program include a… "regular review of ethical, socioeconomic, medical / legal, and cost-containment issues that affect GME and medical practice.”
  • First, a little background… The GME Core Curriculum Each module… 13 Modules Medical Professionalism The U.S. Health Care System Management of the Health Care Team Quality Management in Medical Practice Regulatory Systems and Agencies Life Long Learning & Evidence Based Medicine Teaching and Learning Skills Managing a Successful Practice Health Care Information Systems Topics in Research Communication Skills Medical and Clinical Ethics Medicine and Culture
  • First, a little background… The GME Core Curriculum Each resident…
    • Is available on the Web.
    • Requires reading, research or reflection, and participation in an asynchronous online discussion.
    • Is followed by an evaluation.
    • Is reviewed by a faculty moderator.
    • Is available for a period of 3 months each year.
    • Is designed to take about 5 hours to complete. ( 65 hours total).
    • Is subdivided into 4-8 sessions. ( 30-60 minutes each).
    Each Module…
  • First, a little background… The GME Core Curriculum The numbers…
    • Is assigned to a discussion group with a faculty moderator.
    • Must be signed off for each module by the faculty moderator.
    • Is expected to complete all 13 modules over a 3 year period.
    • Must complete the program in order to receive their certificate for completion of their residency.
    Each Resident…
  • First, a little background… The GME Core Curriculum Now, with that background…
    • 60 Programs
    • 20 Locations
    • Approximately 900 Residents Enrolled in GME Core (October 1, 2000 – September 30, 2001)
    UIC Residents
  • Now, with that background… Let’s take a look at Student Support Systems For the GME Core Curriculum The UIC Experience
  • Student Support Systems: The Need
    • “ Despite the many advantages of online learning, feelings of isolation and frustration with technology continue to be reported.”
    • (Cobb & Mueller – Nurse Educator Sept 1998)
    Furthermore…
  • Student Support Systems: The Need
    • “ Students have voiced satisfaction with their courses, but have also registered dissatisfaction with course delivery, including difficulty with the establishment and maintenance of connectivity with the Internet.”
    • (Mills, Fisher & Stair – Nursing & Health Care Perspective Sept/Oct 2001)
    The aim of support…
  • Student Support Systems: The Goal
    • “ the aim in providing support is not simply to enable students to survive, but to ensure that they derive maximum benefit from their course.”
    • (Earwaker – Society for Research into Higher Education 1992)
    Support systems defined…
  • Student Support Systems: Definition
    • “ various activities that enable students to advance through a programme in a satisfactory way.”
    • (Bailey & Moore – The Open University (England) 1989)
    The Supportive Learning Model… “ aid for the learner to achieve the goals of the programme and independence...” (Lebel – Journal of Distance Education 1989)
  • Student Support Systems: The Supportive Learning Model
    • The Three Phases of the
    • Supportive Learning Model
    • The Meeting Phase (Orientation)
    • The Guiding Phase (Participation)
    • The “Moving On” Phase (Feedback)
    • (Lawton – Journal of Advanced Nursing 1997)
    First, the Meeting Phase…
  • The Supportive Learning Model: The Meeting Phase
    • Orienting the Student
    • F2F Orientation Presentation
    • Personalized Packet / Brochure
    • Session I Activity
    • Online Tutorial
    • FAQ
    The packet and brochure… The UIC Experience
  • The Supportive Learning Model: The Meeting Phase
    • Orienting the Student
    • F2F Orientation Presentation
    • Personalized Packet / Brochure
    • Session 1 Activity
    • Online Tutorial
    • FAQ
    Session 1 activity… The UIC Experience
  • The Supportive Learning Model: The Meeting Phase
    • Orienting the Student
    • F2F Orientation Presentation
    • Personalized Packet / Brochure
    • Session I Activity
    • Online Tutorial
    • FAQ
    Tutorial and FAQ… The UIC Experience
  • The Supportive Learning Model: The Meeting Phase
    • Orienting the Student
    • F2F Orientation Presentation
    • Personalized Packet / Brochure
    • Session I Activity
    • Online Tutorial
    • FAQ
    Phase 2 – The Guiding Phase… The UIC Experience
  • The Supportive Learning Model: The Guiding Phase
    • Supporting Student Participation
    • Help Desk Staff
    • Toll Free Phone Assistance
    • Email Support Team
    Support operations data… The UIC Experience
  • The Supportive Learning Model: The Guiding Phase
    • Supporting Student Participation
    The UIC Experience
    • Support staff operations data
    • October 1, 2000 – September 30, 2001
      • 434 residents participated in 1-6 courses
      • 192 different residents sought help (44%)*
      • 310 individual issues addressed
      • 538 separate contacts with students
    More support operations data…
  • The Supportive Learning Model: The Guiding Phase
    • Supporting Student Participation
    The UIC Experience
    • Support staff operations data
    • October 1, 2000 – September 30, 2001
      • Average response time – 22.2 hours
      • Average time to solve problem – 26.5 hours
      • Percent incoming contacts by:
          • Phone 52%
          • Email 47%
    More support operations data…
  • The Supportive Learning Model: The Guiding Phase
  • The Supportive Learning Model: The Guiding Phase Incoming Requests for Assistance by Day of Week
  • The Supportive Learning Model: The Guiding Phase Phase 3: The “Moving On” Phase… Incoming Requests for Assistance by Hour of Day
  • The Supportive Learning Model: The “Moving On” Phase
    • Feedback: It’s a two-way street.
    • End-of-module Evaluation
    • Summary Review by Faculty Facilitator
    • Confirmation and direction
    • Analysis
    • Improvement
    End-of-module Evaluation Data… The UIC Experience
    • Feedback, It’s a two-way street.
    The Supportive Learning Model: The “Moving On” Phase The UIC Experience
    • End-of-module evaluation data
      • Cumulative through November 10, 2001
      • 592 EOM Evaluations were completed
  • How would you rate your skills with personal computers?
  • What was your experience with the technical aspects?
  • The Supportive Learning Model: The “Moving On” Phase What was your experience getting help from the support staff?
  • Where did you complete the bulk of the online module?
  • How many total hours did you spend completing this module?
  • The Supportive Learning Model: The “Moving On” Phase
    • Analysis and Improvement
    • Username and password Issues
    • Promote earlier participation
    • Simplify
    • Build community
    • Increase levels of integration
    Thank you… The UIC Experience
  • ALN Student Support Systems The GME Core Curriculum Experience at UIC Thank you for your interest and input. Department of Medical Education University of Illinois at Chicago College of Medicine