The use of Web 2.0 in teaching Medical Informatics to postgraduate medical students: first experiences [4 Cr3 1530 Bamidis]

Bamidis, P. et al.: The use of Web 2.0 in teaching Medical Informatics to postgraduate medical students: first experiences

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Panos Bamidis , Stathis Konstantinidis, Eleni Kaldoudi,, Nicos Maglaveras, Costas Pappas Medicine 2.0: Social Networking and Web 2.0 Applications in Medicine and Health, 200 8 The use of Web 2.0 in teaching Medical Informatics to postgraduate medical students: first experiences Toronto , Canada September 4-5 , 200 8 ARISTOTLE UNIVERSITY OF THESSALONIKI Medical School, Lab of Medical Informatics DEMOCRITUS UNIVERSITY OF THRACE Medical School, Lab of Medical Physics GREECE

Outline

Motivation and Aim

Background info on e-learning, standards and Web2.0

Technical settings for the development of online courses

Example on Medical Informatics / Electronic Health Records

Course evaluation elements - focus on web collaboration

Discussion – current/future work

Toronto 4-5 Sept. 2008 Medicine 2.0 Conference

Motivation

During the last decade:

… an enormous expansion of available knowledge

… a clear demand for new techniques to enhance educational procedures

ICTs are facilitating the use of e-learning environments and standards.

Programs and courses designed back in 1998 need to be revisited to follow developments in:

online learning

continuing medical education

global education

social computing (Web 2.0)

sharing teaching material etc

A im of th e paper

to show the approach we have followed in properly shaping our courses i n Medical Informatics by using :

open e-learning platforms/environments

educational standards

enriched student interaction and participation through Web2.0 technologies

To demonstrate an example of a module on Electronic Health Records (EHR) offered to postgraduate medical students at AUTH

Background Toronto 4-5 Sept. 2008 Medicine 2.0 Conference

Education Process – Course Development Toronto 4-5 Sept. 2008 Medicine 2.0 Conference Evaluation (learning outcome, Teacher, students) Support through ICT Content Development Teaching Methods Module/course design

Technical conditions for the development of web-based courses

Various educational platforms support web-based courses and perform as Learning Management Systems (LMS) that enable the management of e-learning courses

LMS standards are used to ensure interoperability and transfer of courses between platforms.

The Sharable Content Object Reference Model (SCORM) by ADL is a standard that adopts specific requirements to enable interoperability, accessibility, reusability, sequencing between learning objects.

SCORM is embraced by a large number of institutions and corporations

Several studies propose extensions to SCORM metadata to enhance sequencing rules, usability, adaptability, assessment metadata

Toronto 4-5 Sept. 2008 Medicine 2.0 Conference Modular Object-Oriented Dynamic Learning Environment 21 st Century Schools Social Software and e-Learning

The use of Standards – Description of the procedure Toronto 4-5 Sept. 2008 Medicine 2.0 Conference

SCORM ( Sharable Content Object Reference Model )

Consists of small, distributable learning entities ( Sharable Content Objects ( SCOs ))

SCO’s are

Small in size

Reusable

Provide solid autonomous learning material but also in combination with others

The combination of SCO’s leads to:

An educational unit

A complete course

A training field

SCORM Sharable Content Object Reference Model

Package in one object ( ZIP file )

immanifest.xml

Detailed description of the structure of the content

Metadata

Navigation data

for navigation between learning objects and sequencing of content objects

Special data for communication with Run environment

Our approach

Overall roadmap in describing a module using Healthcare SCORM, and SCORM editors (eXe in our case) and E-learning environments (Moodle in our case)

Web 2.0 Toronto 4-5 Sept. 2008 Medicine 2.0 Conference

Our use of Web 2.0 tools

Web2.0 approaches collaborative learning…

… in principle enhances the efficiency of learning

Tools we have used

a combination of

discussion forums

wikis (topic/tag marked)

personal blogs

Within/outside a specific Case/Problem (Problem Based Learning (PBL))

Post-graduate Medical Informatics Course Toronto 4-5 Sept. 2008 Medicine 2.0 Conference

Course elements I

Module in Medical Informatics

offered to Medical graduates attending the Postgraduate Medical Research Methodology (MSc) Program

Basic Thematic Areas:

Hospital Information Systems (HIS)

Electronic Health Records (EHR)

Medical Knowledge & EHRs

Quality of Health Information on the web

Bioinformatics

Biosensors & signals

Course elements II

Classic lectures (2h / week);

Material in Moodle

Some lectures combine hands-on practice (2x2h lab sessions)

“ EHR-HIS” Coursework / homework (30%)

Read a short article on EHR benefits; answer short questions ( on-line from next year )

Study a paper; participate in an on-line discussion forum re “Hospital Information Systems” (HIS – element I)

CBL/PBL component: study a case/problem

Create personal blogs (tagged)

Work in personal blogs re understanding/answering the EHR case

Get assistance from relevant discussion forum

Once finished, place things in class wiki

Repeat for 3 times…

“ Web information quality” Coursework / homework (10%)

“ Bioinformatics” Coursework / homework (10%)

On-line exam (50%)

Discussion Forums – HIS Element I Toronto 4-5 Sept. 2008 Medicine 2.0 Conference

split into groups of 5;

individual commenting on a hospital information systems paper;

Educator assesses responses

HIS – EHR – Element 2

Case/problem based

Set the scenario

Get assistance from forum

Use personal blog

Update wiki

Case/problem based

Set the scenario

Use personal blog

Update wiki

Case/problem based

Set the scenario

Use personal blog

Update wiki

Personal Blogs Toronto 4-5 Sept. 2008 Medicine 2.0 Conference Special Tags used for personal blogs; These were combined with the PBL steps

Case/problem based

Set the scenario

Use personal blog

Update wiki

Easy wiki update Toronto 4-5 Sept. 2008 Medicine 2.0 Conference

Wiki statistics

245 versions ! Some 20 were made by educators

767 changes made! Some 60 were made by educators

Difficult to handle…

Evaluation steps

Students’ evaluation in two stages.

1 st Phase:

students were asked to complete an anonymous questionnaire emphasising merely on the use of Web 2.0 tools.

The Moodle system lead the logged-in students to an external web site powered by another open source source survey tool, namely, “PhP Surveyor”, so as to maintain anonymity.

2 nd stage:

students were asked to evaluate the whole course

using a dedicated, home made, evaluation software, specifically developed for course evaluation purposes within the postgraduate program of the Medical School at AUTH.

Gross Evaluation results I

1 st Phase:

Evaluation of the results indicates that students were quite satisfied by this approach, and were happy with the collaboration opportunities offered to them.

Most of them admitted that they were tempted to “read what others have contributed in their own personal blogs” (which by the way were given public access to the enrolled students).

they believed that they found the student collaboration opportunities offered by the system tools quite useful and enhancing the overall learning process.

Evaluation questionnaire (and system) Toronto 4-5 Sept. 2008 Medicine 2.0 Conference

Evaluation Results I

The approach has been evaluated within our post-graduate Medical Informatics course to medical students.

Active student involvement is sought through participating in discussion forums and wikis/blogs, thereby fulfilling some of the learning outcomes set by the educators.

Evaluation Results II

How much the e-learning environment helps the educational process?

Evaluation Results III

Web2.0 ease of use…

Student collaboration I

Did you consult your fellow students’ blogs before completing yours?

Student collaboration II

Did you read the other wiki entries before inputting yours?

Student collaboration III

Do you think that being able to look into other’s replies/entries helped you understand the educational content better? How helpful do you think this facility was?

Student collaboration IV

How helpful do you think the forums were upon completing course tasks and understanding educational contents?

Discussion Forum Participations Toronto 4-5 Sept. 2008 Medicine 2.0 Conference Participations Educator entries Student entries Forum 1: EHR wiki 8 3 5 Forum 2: EHR-DB design 18 3 15 Forum 3: EHR knowledge base 10 2 8

Final exam practice

Very limited participation on “Exam Forum”

A “test-quiz” was put on-line prior to exam

164 viewings for 37 students!

314 total actions; around 280 of these due to students attempts

Discussion I

Increased student liking for the course…

Increased interaction and participation

Educator may control activities through Moodle

Care must be taken in separate activities:

Need small groups of people

Many blog existences may confude students

Need structured blogs

Wiki updates may confuse people

Need semantic wikis

Discussion II

Learning Objects, as independent units of educational material targeting to specific training needs, constitute one of the main research topics in the e-learning community.

Many research initiatives in the field concern the issue of LOs’ reusability, but not within the Medical Informatics community.

It is only recently that such efforts have appeared, geared by MedBiquitous dedicated to advancing healthcare education through technology standards.

mEducator proposal

The Future… Toronto 4-5 Sept. 2008 Medicine 2.0 Conference

Podcasts and m-Learning (Mobile Learning)

“ Podcasting’s essence is about creating content (audio or video— vodcasts ) for an audience that wants to listen when they want, where they want, and how they want.”*

Advantages:

Listen on your computer or download to portable MP3 players and listen on the move/anywhere (perfect for the busy health professional). But audio and video files can be large in size; users must have sufficient bandwidth to download them.

Support for auditory learners (it is claimed that the primary learning style in at least 30% of learners is auditory).

* http:// en.wikipedia.org /wiki/Podcast

Toronto 4-5 Sept. 2008 Medicine 2.0 Conference Thank you _________________________________________________________________________________________ This work has been benefited from an INTERREG IIIA Greece - Bulgaria (Decision 300531/YD4388 01/11/2005; CrossBorderHealth project), as well as, from an INTERREG IIIA/ARCHIMED grand (Contract Number A.1.087; IntraMEDnet project) fund by the European Union and the Greek Government Contact: [email_address]