Novice vp2


Published on

NOVICE summer school 2011 ( Workshop: Virtual patients 2

Published in: Health & Medicine, Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Novice vp2

  1. 1.
  2. 2. Virtual patients/problems: Part 1<br />"Visionary" discussions about the use and cooperations<br />VP-Scenarios in the UK (ChrisTrace)<br />VP-Scenarios in Germany (Jan Ehlers)<br />VP-Scenarios in basic science (Marta Kankhofer)<br />“How could we cooperate in this field?” (all)<br />13.08.2011<br />2<br />
  3. 3. Jan Ehlers<br />Case based learning / Virtual Patients: "Visionary" discussions about the use and cooperations<br />
  4. 4. The softwareweuse<br />Card-basedlearningtool<br />Combinationofanchoredinstruction(caseispresentedas a story), scaffolding (linear navigation) andcognitiveapprenticeship (expert solution)<br />Easy touseauthoringtool<br />Not onlyused in medicine but also in law, languageteachingandecologicepidemiology) Database medicine > 3.000 casesAatabaseveterinarymedicine > 300 cases<br />Internationallyusedforlearningandassessment<br />13.08.2011<br />4<br />
  5. 5.
  6. 6. Scenarios<br />Courses in presence<br />Selfstudy<br />Electivecourse<br />Parallely tolecture<br />Blendedlearning<br />Continuingeducation<br />Assessment<br />Peer-to-peer<br />13.08.2011<br />6<br />
  7. 7. Course in presence<br />13.08.2011<br />7<br />
  8. 8. CASUS forself-studyatthe TiHo<br />13.08.2011<br />8<br />As electivecourses<br />As a supplement<br />(voluntaryfor all students)<br />Neurology<br />Anatomy<br />Microbiology<br />Virology<br />Clinics<br />Food hygiene<br />Herd management<br />eachelectedby ~ 40 students/y<br />Clinical practicalyear<br />Buiatrics<br />usedby 25%<br />usedby 75%<br />BÖRCHERS M, TIPOLD A, PFARRER C, FISCHER MR, EHLERS JP: Akzeptanz von fallbasiertem, interaktiven eLearning in der Tiermedizin am Beispiel des CASUS-Systems. Tierärztliche Praxis K 38, 6 (2010) 379-388<br />
  9. 9. Virtual Problems (PL)<br />Marta isgoingtopresentthis in thenext talk!<br />
  10. 10. Blendedlearning<br />13.08.2011<br />10<br />Clinical experience<br />Histology<br />Neurology<br />Pathology<br />E-learning<br />KOCH M, TIPOLD A, FISCHER MR, VANDEVELDE M, EHLERS JP (2009): Erfahrungen mit einem interuniversitären E-Learning-Wahlpflichtfach, Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA. Freiburg im Breisgau, 08.-10.10.2009. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc09gmaTMV160<br />
  11. 11. Coursescheme<br />13.08.2011<br />11<br />3 weeks<br />Kick-off-Event<br /> (in presence)<br />Concludingdiscussion (Presence and VC)<br />Case 1<br />Discussion<br />(Virtual classroom)<br />Case 2<br />Case 3<br />Help byadministrators per email, dicussionboard, telephone<br />
  12. 12. VETlife: Continuingveterinaryeducation<br />13.08.2011<br />12<br />
  13. 13. E-Assessment<br />13.08.2011<br />13<br />Performance „in vivo“:<br />MiniCEX (undercov. stand. patients)<br />Does<br />Performance „in vitro“:<br />OSCE (stand. patients)<br />Shows<br />Knows how<br />Procedurale knowledge:<br />Key-feature, oral exams<br />Knows<br />Deskriptive/ elaborativeknowledge:<br />MCQ, oral exams<br />
  14. 14. Key-featureassessment<br />13.08.2011<br />14<br />Answer question 1<br />Answer question 2<br />Continuationvignette<br />Continuationvignette<br />Vignette<br />Question 3<br />Question 1<br />Question 2<br />
  15. 15. Key-featureexample<br />13.08.2011<br />15<br />11 KFQ, 40 examinees -> Cronbach´sα = 0,68<br />
  16. 16. VP-Assessment<br />Vetsuisse-Faculty University Bern European School ofAdvancedVeterinary Studies<br />Examinationswith CASUS<br />About 15-20 cards per case<br />2-5 cases per exam<br />13.08.2011<br />16<br />
  17. 17. Peer-to-peerlearning (electivecourse)<br />13.08.2011<br />17<br />
  18. 18. P2P – scheme (3-4 swh) <br />13.08.2011<br />18<br />Topics<br />Formation of groups<br />Presentation<br />Literature research<br />Case/ patient<br />Documentation<br />CASUS-creation<br />Review<br />EHLERS  JP (2009): Peer-to-Peer-Learning in der tiermedizinischen Lehre am Beispiel von CASUS-Fällen. Diplomica Verlag, Bremen <br />
  19. 19. “Non-analytic reasoning is a central component of diagnostic expertise at all levels. Clinical teaching should recognise the centrality of this process, and aim to both enhance the process through the learning of multiple examples and to supplement the process with analytical de-biasing strategies.”<br />Norman G, Youn M, Brooks L (2009): Non-analytical models of clinical reasoning: the role of experience. Med. Educ. 14/12, 1140-1145<br />
  20. 20. Thankyouforyourattention!<br />13.08.2011<br />20<br />Contact<br />Dr. Jan P. Ehlers, M.A.<br />E-learningconsultant<br />University ofVeterinaryMedicine Hannover<br />Bünteweg 2 – D-30559 Hannover<br />+49-511-953-8054<br /><br /><br />
  21. 21. Tostartthediscussion…<br />Whatcanwetogether do?<br />13.08.2011<br />21<br />
  22. 22. Going on with VPs…<br />Keynotetomorrow:<br /> Prof. Martin Fischer "Use of e-learning in medical education and the importance of international cooperations"<br />Groups in NOVICE todiscussaboutvps:<br /><ul><li>ViEW (e-learning)
  23. 23. NOVICE: ICT education</li></ul>13.08.2011<br />22<br />