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Using web technologies for pain education &


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Presentation for Cardiff University's Technology-Enhanced Education Conference 2011.

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Using web technologies for pain education &

  1. 1. Using web technologies for pain education &<br />Karl Luke<br />eLearning Technologist<br />Cardiff University<br /><br /><br /><br />#cdftee 6 May 2011<br />
  2. 2. Outline<br />The provision of using web technologies for pain education <br />Introduce some key ideas and practical advice in online learning and delivery<br />Introduce<br />Development<br />Statistics<br />Benefits to HCPs and how you can use it<br />Guidance<br />
  3. 3. Why a Website?<br />Provide a network for the MSc in Pain Management Alumni<br />Desire to educate HCPs who can not commit to a Masters course<br />CPD (or eCPD)<br />Location, funding, opportunities ??<br />
  4. 4. Use of Web Technologies for Medical Education<br />Portable learning, providing the potential for "anytime, anywhere" learning experiences<br />If effectively deployed, [web technologies] could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments.<br />“<br />”<br />Maged N KamelBoulos, InocencioMaramba, Steve Wheeler. Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education 2006, 6:41doi:10.1186/1472-6920-6-41.<br />
  5. 5. Health 2.0<br />New Internet technologies…are making it easier than ever for consumers to find timely, personalized health information online. Patients who once connected mainly through email discussion groups and chat rooms are building more sophisticated virtual communities that enable them to share information about treatment and coping and build a personal network of friends. At the same time, traditional Web sites that once offered cumbersome pages of static data are developing blogs, podcasts, and customized search engines to deliver the most relevant and timely information on health topics.<br />Health 2.0 is a continually evolving cycle of health care innovation enabled by the empowerment of the public, patients, health care providers and suppliers, and researchers through increased collaboration, participation…feedback and transparency of value-enabled health care interactions.<br />“<br />“<br />”<br /><br />”<br /><br />
  6. 6. Little Implementation?<br />The potential of Web 2.0 technologies for undergraduate and postgraduate medical education has been recognised but there has been little implementation.<br />Perhaps a reliance on others to get it right first?<br />Lack of training / resources<br />
  7. 7. Importance of Getting It Right<br />Patients are using the Internet in growing numbers to find answers to a wide array of health care questions, including information about chronic pain. Patients with pain have a desire to learn about their condition, prognosis, and treatment alternatives. Learning about pain and its consequences may lead to shifts in beliefs, resource utilization, and outcomes. They find help, encouragement, counseling, and treatment options on the Internet. This trend will likely continue, and therefore, it is imperative for physicians and patients to understand the quality of health Internet sites purporting to provide such information. <br />Physicians and health care providers should come to appreciate the value of this resource, because it can be utilized to improve patients’ understanding of their illness and subsequent decision making. A knowledgeable health care provider can inform patients about which Websites have the most accurate and useful information. If computers are available in the health setting, key Websites might even be bookmarked for patients to access while waiting to see a health provider.<br />“<br />”<br />Washington TA, Fanciullo GJ, Sorensen JA, Baird JC. Quality of chronic pain websites. Pain Med. 2008 Nov;9(8):994-1000. Epub 2008 Mar 11.<br />
  8. 8. The future presented by the internet is the mass amateurization of publishing and a switch from 'Why publish this?' to 'Why not?'<br />Shirky, C. (2008) Here comes everybody: The power of organizing without organizations. Penguin: New York. <br />
  9. 9. Importance of Quality<br />There have been studies that focus on the quality of Websites for Chronic Pain [1], low back pain [2,3], burn scar management [4], and treatment for cough in children [5]. These studies consistently report that websites on the Internet are of low quality.<br />1. Washington TA, Fanciullo GJ, Sorensen JA, Baird JC. Quality of chronic pain websites. Pain Med. 2008 Nov;9(8):994-1000. Epub 2008 Mar 11.<br />2. Greene DL, Appel AJ, Reinert SE, Palumbo MA. Lumbar disc herniation: Evaluation of information on the internet. Spine 2005;30:826–9.<br />3. Li L, Irvin E, Guzman J, Bombardier C. Surfing for back pain patients: The nature and quality of back pain information on the internet. Spine 2001;26: 545–57.<br />4. Bohacek L, Gomez M, Fish JS. An evaluation of internet sites for burn scar management. J Burn Care Rehabil 2003;24:246–51; discussion 5.<br />5. Pandolfini C, Impicciatore P, Bonati M. Parents on the web: Risks for quality management of cough in children. Pediatrics 2000;105:e1.<br />
  10. 10. Pain Education<br />What is out there?<br />
  11. 11. Some Examples<br /><br /><br />
  12. 12. Some Examples<br /><br /><br />
  13. 13. Some Examples<br /><br /><br />
  14. 14. Project Team<br />
  15. 15. Survey of GP Learners (n=50)<br />Most expressed preference to improve expertise in Pain Management<br />Opioid prescribing<br />Neuropathic pain<br />NICE LBP guidance<br />Preference for time-limited, portable education<br />Evidence required for revalidation<br />Survey Tools: <br />Survey monkey:<br />Bristol Online Survey<br />
  16. 16. Visitors Stories<br />
  17. 17.<br />MSc<br />PgDip<br />PgCert<br />Modules<br />CPD<br />NVQ<br />Formal<br /> Informal<br />Who?<br />Qualifications<br />
  18. 18. <br />Built on AcquiaDrupal (Drupal core)<br />Launched 20th October 2010<br />
  19. 19. <br />Launched 20th October 2010<br />
  20. 20. Site Aims<br />Designed to help pain management professionals develop their professional skills.<br /><ul><li>Offers professional development education to healthcare professionals, patients and members of the public.
  21. 21. Registered HCPs can register – providing access to professional courses, articles, information about local events and contact with other practitioners from across the UK.
  22. 22. Members of the public and non-qualified healthcare professionals will also be able to take the courses and access articles, making the website a useful tool for both patients and relatives wishing to improve their own knowledge of pain management.
  23. 23. Users can access the website by registering online at:</li></li></ul><li>Site Principles<br />Show everything to everyone;<br />Public get structured information;<br />Registered Professionals get to take part in the “community”;<br />Comment on everything;<br />Rate everything;<br />Content pushed to their knowledge level<br />Discussions in peer2peer forum (HCP only).<br />
  24. 24. The Faculty<br /><br />
  25. 25. Design Principles<br />Site design should be driven by user requirements – form follows function;<br />Use colour to assist visitor navigation;<br />‘sliding doors’ menu:<br />
  26. 26. Home & Registration<br />Front page to provide constant change<br />Colour co-ordination of content types/areas;<br />“Top 5 Things to Know” driven by registered visitor profile or “beginner” by default.<br />
  27. 27. Content driven by taxonomy<br />MP4, web optimised H.264 video content (640x480)<br />Article Info block<br />More like this<br />Community features for community members.<br />The Library<br />
  28. 28. <ul><li>CPD Courses made up from Articles and one or more CPD Tests;
  29. 29. Quiz functionality very significant
  30. 30. Certificates
  31. 31. Community members can rate and comment on CPD Courses.</li></ul>CPD<br />
  32. 32. Events to be added will appear in the calendar and on the interactive map;<br />Future possibility of ‘events near me’.<br />Events<br />
  33. 33. <ul><li>peer2peer topics based on BPS subjects;
  34. 34. Only accessible by members that have signed up with HCP registration details;
  35. 35. Built-in future expansion to Facebook-like public profiles and “find a person”.</li></ul>peer2peer<br />
  36. 36. The Community: Rating and Sharing<br />
  37. 37.<br />
  38. 38. Helping Discover Content<br />
  39. 39. Academic Rigour<br /><ul><li>738 bibliographic references and counting!</li></li></ul><li>Academic Rigour<br />
  40. 40. Saving: Off-Line Viewing <br />
  41. 41. Social Networks<br /><br />
  42. 42. Articles: Videos<br />Currently<br />105 onsite videos <br />totally<br />2171 minutes of video content<br />or…36 hours and 18 mins<br />Avg. duration of a single video 20.68minutes<br />……and growing!<br />
  43. 43. Mobile Learning<br />Native H.264 video playback on supported mobile devices. <br />
  44. 44. Saving: Viewing Videos Off-Line<br /><br />
  45. 45. Why Video?<br />
  46. 46. Vodcasts<br />Video podcast (sometimes shortened to vodcast) is a term used for the online delivery of video on demand video clip. <br />The term is used to distinguish between podcasts which most commonly contain audio files.<br /><br />
  47. 47. What the Research Says:<br />Student views of podcasts<br /><ul><li>Personalises learning
  48. 48. Listen at own pace
  49. 49. Extends learning
  50. 50. Aids assessment preparation
  51. 51. Highlights important information</li></ul>Sutton-Brady, C. et al (2009) The value of using short-format podcasts to enhance learning and teaching. ALT-J, 17 (3), 219-232.<br />
  52. 52. Using Podcasting in An Online Learning Environment<br />
  53. 53. Benefits and Suggestions<br />“<br />The use of podcasts clearly assisted many respondents with their learning process… it helped many of them to understand instructional content better or more quickly. <br />Many participants indicated that the ability to hear their professor’s voice made them feel more connected to him or her. <br />Respondents specifically mentioned the convenience or flexibility that the use of podcasts provided. Learners enjoyed the podcasts’ portability; they were able to download them to portable devices and listen to them while driving or completing day-to-day nonacademic activities. <br />Based on students’ recommendations, podcast files should be kept short in order to keep learners’ attention and interests. Podcasts with visuals or video podcasts may assist students with understanding more complex concepts in addition to accommodate learners who have a preference for learning visually.<br />”<br />Bolliger D, Supanakorn, S , Boggs, C .Impact of podcasting on student motivation in the online learning environment Computers & Education, Volume 55, issue 2 (September, 2010), p. 714-722. ISSN: 0360-1315 DOI: 10.1016/j.compedu.2010.03.004 Elsevier Science<br />
  54. 54. Podcasts vs Professors<br />
  55. 55.
  56. 56. Academic Efficacy<br />
  57. 57. Software Used<br />Software used for the video creation includes:<br />
  58. 58. Alternative Free Software: Audio Editing<br /><br />Audacity is an open source cross-platform sound editor and recorder suitable for podcasting.<br />
  59. 59. Alternative Free Software: Screencasting<br />Wink is a FREE screen capture and presentation creation program that enables you to create screen-based demos and tutorials (similar to commercial applications) <br /><br />
  60. 60. Alternative Free Software: Online Screencasting Tools<br /><br />Capture, record and share your onscreen activities.<br /><br />Free online screen recorder and hosting service.<br /><br />An online screencasting tool from the Articulate.<br />
  61. 61. Statistics: Visitors (20/10/10 – 14/04/11)<br />7,764 unique visitors<br />43,768 page views<br />218 registered users<br />00:03:14 Avg. Time on Site <br />104 countries/territories include UK, US, Belgium, Denmark, Germany, India, Saud Arabia, Spain, Italy, Indonesia, Sweden, Canada<br />>70% Windows users<br />23% Macintosh<br />
  62. 62. Content Breakdown<br />168 content articles<br />15 CPD courses<br />510MCQs <br />28 events<br />20discussion forum areas<br />738references<br />
  63. 63. What Does the Site Offer HCPs?<br /><ul><li>CPD
  64. 64. Ability to use content as part of a teaching programme or create a new programme using the media available e.g. mandatory training for FY1.
  65. 65. Wide variety of educational material to suit learning styles
  66. 66. Material contributed by both experts and professional educators
  67. 67. High-quality, evidence-based information
  68. 68. Peerless academic credibility
  69. 69. HCPs network – peer2peer
  70. 70. Creditability
  71. 71. The “Cardiff Brand”</li></li></ul><li>