Ehlers Amee08

Two approaches to get students involved in voluntary e-learning programs J.P. Ehlers, R. Wagels 2 , C. Staszyk 3 , H. Gasse 3 , C. Pfarrer 3 , R. Koch 3 , N. Baltes 4 , J. Rehage 5 , H. Meyer 5 , M. Feldmann 5 , H. Bollwein 5 eLearning-Consultant 2 Clinic for Horses 3 Department of Anatomy 4 Department of Microbiology and Infectious Diseases 5 Clinic for Cattle University of Veterinary Medicine Hannover, Foundation

Veterinary Medicine Ehlers et. al., AMEE, 02.09.2008, Prague

Ehlers et. al., AMEE, 02.09.2008, Prague eLearning at the TiHo Hannover CASUS StudIS/ DozIS LCMS CBTs/ WBTs Online-Lectures Foren4Vet VC Feedback-Systems eAssessment

CASUS

Case-based eLearning

Constructive (anchored instruction) with scaffolding and instructive comments

Self-assessment

Ehlers et. al., AMEE, 02.09.2008, Prague

CASUS Ehlers et. al., AMEE, 02.09.2008, Prague

Methods: CASUS as supplement Ehlers et. al., AMEE, 02.09.2008, Prague 8 Cases Last clinical year, 10 weeks Voluntary 6 Cases First preclinical year, 4 semester Voluntary, preparation for tests and exams Evaluation by CASUS-database

Methods: CASUS peer-to-peer

Quantitative evaluation:

online survey of participating students

Qualitative evaluation:

expert interviews with CASUS-authors

expert interviews with CASUS-tutors

Results: CASUS supplements Buiatrics: 252 students (2005-2008) 52 CASUS-participants ( 20.6% ) Anatomy: 2005 273 students 204 CASUS-participants ( 74.7% ) 2006 266 students 163 CASUS-participants ( 61.3% ) 2007 289 students 176 CASUS-participants ( 60.8% ) Ehlers et. al., AMEE, 02.09.2008, Prague

Results: CASUS supplements Ehlers et. al., AMEE, 02.09.2008, Prague Percentage of students using CASUS ( green: years in anatomy , red: practical course in the Clinic for Cattle ) %

Results: Expert interviews

11 authors

6 tutors of the peer-to-peer course

Experience 3-20y (Ø 11y )

Advantages of CASUS:

Independet learning as supplement to traditional teaching and CVE

Case-based learning

Practical relevant & multidsiciplinary cases

Self-assessment

Use of multimedia

Disadvantages of CASUS:

Extremely time consuming (8-100h/ case)

Less contact to students

Low recognition by universities and the scientific community

Peer-to-peer cases:

Possible

with good assistance

„ You´ll need tutors that love teaching and interacting with students. I believe it isn‘t the problem to find the students. They will love to create cases. It´ll be much more complicated to find the instructors“

Peer-to-peer cases:

Possible with good assistance

Advantage for participating students

Knowledge gain and practical experience

EBM, LLL, PC & multimedia use

Close contact to clinics

Credits

Peer-to-peer cases:

Advantages for institutes and clinics

Raise of reputation

Cases and learning material

Raising students´ interests in the specific field

Peer-to-peer cases:

Advantages for users of the cases

Much better adapted cases

Higher motivation

Different styles of explanations

Peer-to-peer cases:

Advantages for users of the cases

Advantages for tutors

Fun and challenge

New impulses for teaching

Close contact to students

Completion of their teaching load

Peer-to-peer cases:

No saving of time but additional work (instruction, review, etc.)

But it was worth it

“ In addition I have to say, that it was fun...to get to know the students as a real person and not only as anonymous and exchangeable numbers. I really enjoyed that. And vice versa I also enjoyed that the students got to know me.”

Results: CASUS peer-to-peer 78 students created 15 cases 42 (53.8%) answered the survey Ehlers et. al., AMEE, 02.09.2008, Prague (n=38)

Did the course come up to your expectations? Ehlers et. al., AMEE, 02.09.2008, Prague 1 2 3 n.n. 5 n=42, x:1,69, s: 0,89 (5-grade Likert-Scale 1=yes, totally bis no, not at all, n.n.=not named)

Did the course increase your interest in the specific field? Ehlers et. al., AMEE, 02.09.2008, Prague 1 2 3 n.n. n=42, x:1,45, s: 0,62 (5-grade Likert-Scale 1=yes, totally bis no, not at all, n.n.=not named)

Do you think that the course bears pratical relevance? Ehlers et. al., AMEE, 02.09.2008, Prague 1 2 3 n.n. n=42, x:1,05, s: 0,43 (5-grade Likert-Scale 1=yes, totally bis no, not at all, n.n.=not named)

Opinions about the course Positive: Good tutoring Good working athmosphere Independent working/ learning Practical relevance Active working Small groups Great learning effect Working with PCs Presentation training Credit points Ehlers et. al., AMEE, 02.09.2008, Prague Negative: Large expert themes More tutors More time for case-discussion Better consultation between tutors Smaller groups Better planning

Student opinion „ The CASUS-course was most challenging and yielded the greatest learning effect in the whole five terms I spent at the university“ Ehlers et. al., AMEE, 02.09.2008, Prague

Discussion

The learning-cases have to be strictly integrated in the curriculum to promote their use.

Combination CASUS & feedback-system Ehlers et. al., AMEE, 02.09.2008, Prague

Discussion

The learning-cases have to be strictly integrated in the curriculum to promote their use.

The recognotion of the creation of learning materials has to be raised (e.g. ISSN, review, exchange).

It is possible to create learning-cases with well coached students.

A saving of time could not be achieved by this.

But a considerable rise of quality and an exact addressing of the target group were attained. Peer-to-peer-learning beared benefits for all the involved (peer-authors, tutors, institutions, learners).

Work in progress… Ehlers et. al., AMEE, 02.09.2008, Prague

Ehlers et. al., AMEE, 02.09.2008, Prague Thank you for your attention Contact Dr. Jan P. Ehlers, MA eLearning-Consultant University of Veterinary Medicine Hanover TiHo-Tower, Buenteweg 2 D-30559 Hannover Germany +49-511-953-8054 [email_address] http://www.tiho-hannover.de/service/elearning/