E learning
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This document discusses e-learning options for an MEC (medical education center) and considerations for implementation. It defines e-learning as computer-based or web-based learning. Key aspects of e-learning management include having sufficient network infrastructure, hardware, software, and course content. Content examples provided are course materials, videos, e-books, collaborative learning tools, and clinical references. The document poses questions about the goals of implementing e-learning - whether it will replace, complement, or supplement traditional learning, and if completion will be a requirement.
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The document discusses the growth of information technology and its applications in various fields such as education, health, employment, and governance. It outlines how ICT has been applied in multimedia, mobile phones, offices, homes, and public places. It describes how educational technology has evolved and led to lifelong learning opportunities anywhere and anytime through e-learning and m-learning. The document also discusses the roles of technologies like virtual reality, virtual learning environments, and online learning platforms in transforming education.
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ICT for School Transformation
Leveraging the benefits of advances in ICT in
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R U Learning 2
Mobile learning utilizes mobile technologies to enhance learning experiences anywhere and anytime. It is characterized as learner-centered, using gap-filling materials to provide autonomy and personalized learning. Examples of mobile devices enabling mobile learning include the Chumby, iPhone, and Live Scribe pen, which allow internet-aided and on-the-go learning through features like streaming lectures, quick guides, and sharing notes. The growing ubiquity of mobile technologies globally is increasing access to education through various mobile learning programs and opportunities for just-in-time, portable learning.
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ECME competency
This document summarizes an essential course for medical educators (ECME) that aims to provide 12 expected outcomes. The course director, Dr. Rajin Arora, welcomes participants and quotes Sir William Osler, emphasizing the importance of teachers also being students. The document then reviews the evolution of faculty development from the 1970s to present, covering developments in learning theories, competencies, professionalism, assessment innovations and more. It discusses approaches to delivering different content to different people and phases of faculty development. Key features of successful faculty development programs are highlighted, including experiential learning, reflection, feedback, social learning and more.
Ecme orientate cpird 20 year
The Collaborative Project to Increase Production of Rural Doctors (CPIRD) was started in 1995 in Thailand to address the lack of rural physicians. It is a collaboration between the Ministry of Public Health and Ministry of Education to select and train medical students from rural areas. Students receive their pre-clinical training at 14 partner universities and clinical training at 37 Medical Education Centers. The program aims to increase the number of physicians working in rural hospitals by obligating graduates to work in rural areas for 3-12 years. Over 11,000 students have graduated since 1995, with high graduation and licensing exam passing rates. Evaluation shows CPIRD graduates are more likely to continue working in rural areas long-term compared to regular graduates.
Ecme orientate CPIRD faculty development
The document discusses the Faculty Development Program (FDP) run by the Center for Professional and Institutional Development at the Ministry of Public Health in Thailand. The FDP aims to develop competencies in medical teachers in four areas - medical knowledge, research skills, educational knowledge, and generic skills. It outlines the expected outcomes of the program and the four phases of faculty development. It also provides details about past programs conducted since 1995 and future plans to focus on specialty clinical training, fellowships, and research networks through collaborations.
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This document discusses self-learning and instructional design for facilitating self-learning. It introduces Kolb's experiential learning cycle and theories by Dewey, Grasha, and others. Different types of self-learning are presented, from dependent to independent. The key to successful self-learning is identified as instructional design, and examples are given such as seminars, games, and web-based assessments to support different levels of self-learning.
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The SPICES model outlines 6 dimensions that characterize medical education approaches from teacher-centered to student-centered, from information gathering to problem-based, from discipline-based to integrated, from hospital-based to community-based, from standard programs to electives, and from opportunistic to systematic.
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This document discusses self-learning and instructional design. It covers types of self-learning like directed self-learning, peer learning, active learning, and independent learning. John Dewey believed in "learning by doing." Successful self-learning requires instructional design that facilitates learning rather than direct teaching. Different types of self-directed learning include seminars using study guides and case discussions, games to learn about contraceptives, and web-based assessments for independent learning. The key to effective self-learning is instructional design that supports different levels of independence and learning styles.
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The document discusses nine different "diseases of the curriculum" that can affect medical education, including curriculosclerosis, carcinoma of the curriculum, and curriculum disesthesia. It also examines different models for structuring medical curricula, such as the teacher-centered versus student-centered SPICES model and the twelve different roles of a teacher including information provider, role model, and facilitator. The document emphasizes that a good teacher wants to be a good teacher and perform their various roles effectively.
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This document discusses different teaching methods used in the classroom, including lectures and small group learning. Lectures are described as an efficient way for teachers to provide an overview and stimulate student interest, but they risk students merely memorizing facts without understanding. Small group learning is presented as more student-centered and promoting skills like problem-solving. Key factors for effective small group learning include the group size, preparation from both students and tutors, and ensuring adequate resources and feedback. The document also examines different learning and teaching styles to optimize instruction.
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This document outlines a workshop series called "RIME" held by the Center for Promotion of Instruction and Research Development (CPIRD) to help participants develop and refine their proposals for submission to the Association for Medical Education in Europe conference. The series consists of three workshops over the course of 2012-2013 focused on proposal development, a pre-conference workshop, and final preparation for presentation, culminating in the March 2013 abstract submission deadline for AMEE.
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Date: May 29, 2024
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E learning
- 1. E-learning of an MEC Which way to go? Rajin Arora, MD CPIRD, MOPH, Thailand
- 2. What’s e-learning ? • • • • : – (Computer-based learning: CBL) – Web-based Learning – On-line Learning –
- 3. What’s e-learning ? • Related issues of e-learning – Web-based technology – Course management system – Multimedia technology – Interactive technology – Pedagogical approach
- 4. E-learning management • Network • Hardware • Software • Content
- 5. E-learning management • Network – Internet speed – Intranet – Wifi – Fiber optic to dormitory – Residential area • Hardware – PC/ notebook/ netbook – Mobile devices: tablet, iPad, iTouch – For teacher or for student.
- 6. E-learning management • Software – Moodle – E-Library – Multimedia platform: Flash, mp4, mov – Mobile applications: iOS, Android, Windows – Google Apps Solution • Content – Registry data, students, staff, curriculum – Course material: ppt, podcast, lecture notes – Conferences, Guest speakers
- 7. E-learning management • Content – MEC TV – RLO: VDO clips clinical skills – E-book, E-journal – CSCD (Computer-supported collaborative learning) or E-learning 2.0 – Pharmacopeia – MRA – Patient safety and risk awareness
- 8. Questions to be answered • What’s our e-learning for? –Replacement: –Complement: –Supplement: –Requirement: .
- 9. E-learning 2013 by CPIRD team