MOOCs for Medical Education
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The document discusses the need for MOOCs in medical education in India. It notes several issues with the current medical education system, including a shortage of healthcare professionals and uneven distribution of infrastructure. MOOCs could help address these issues by improving access to quality medical education from top institutions and allowing for continuous training of medical professionals and field workers. However, there are also challenges to implementing MOOCs, such as the need for policy recognition of MOOCs, low IT literacy among healthcare workers, and inadequate infrastructure. If these challenges can be addressed, MOOCs have the potential to greatly benefit healthcare professionals and citizens across India.
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E-tutoring involves teaching, supporting, managing, and assessing students in online or virtual environments where teachers and learners are separated by time and space. It requires competencies in the subject matter, pedagogy, and understanding technology's limitations. Traditional tutoring has drawbacks like not optimizing learning time, inability to tailor lessons, and difficulty monitoring progress. Present-day e-tutoring offers many online courses from various sites and signals a paradigm shift by allowing open access to diverse curricula. MOOCs and NPTEL further this trend by hosting free massive open online courses from top universities worldwide and providing online engineering and science courses through Indian institutions. E-tutoring represents the next step in
PLU: OTEN 2013 - Student Preferences & Expectations for Technology in the Cla...
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Students bring multiple devices to campus, preferring mobile options like laptops and smartphones. They view technology as positively impacting their academic success, helping them learn and feel more engaged. While using devices for social and academic purposes, students prefer to keep these separate. Blended learning environments that incorporate technology are seen as most effective. Institutions should support ubiquitous wireless access and help desks, while examining job roles and available technologies. Faculty should question assumptions and partner with instructional designers to thoughtfully integrate appropriate technologies.DISTANCE EDUCATION_Unit_III_2020.ppt
The document discusses student support services in distance education. It describes various services provided to distance learners, including academic advising, counseling, financial aid assistance, social programs, and career workshops. It also outlines support activities at the headquarters and study center levels, such as orientation programs, tutoring, exam preparation assistance, and library facilities. Challenges of distance education like lack of support, feelings of isolation, discipline, and technology are also summarized.
Remote teaching amidst covid19 in india an outlook
The document discusses remote teaching in India during the COVID-19 pandemic. It outlines the approaches taken by higher education institutions to continue education during lockdowns, including shifting classes online and developing new educational programs. It also identifies several challenges faced with remote teaching, such as lack of training for teachers, poor technological infrastructure, and student engagement issues. Finally, it proposes a learning curve for India to improve online education, including developing digital infrastructure, training teachers, and collaborating between government, technology companies and universities.
Case study: MOOCs for professional development in global eye health
1. The document discusses using MOOCs for professional development in global eye health. It describes a case study of the Open Education for Eye Health Programme which aims to increase participation in public health eye care training through open access online courses (MOOCs) for eye health teams in low and middle income countries.
2. It outlines five steps to developing quality MOOCs: analyse needs, design the course, implement, realise the course, and evaluate. It emphasizes engaging learners and stakeholders, defining and evaluating different types of success, using a team approach, and focusing on pedagogy in the design.
3. The presentation provides examples of how they have applied these principles, including collaborating with over 100 contributors
MASQUE
This document discusses factors contributing to brain drain in India and proposes solutions to address it. It outlines push factors driving people abroad like lack of research opportunities and basic facilities in India. Pull factors attracting people overseas include better funding, facilities, and work conditions. The document proposes establishing more research institutes in India with proper funding and guidance to provide opportunities for youth and slow brain drain. It argues this will make India more self-reliant through innovations and reduce dependency on other countries. Implementation would require government reforms, scholarships, and selecting candidates through a merit-based process.
Dr. Craig J. Lenz - School of Osteopathic Med
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UTS Graduate Diploma in Midwifery Info Session
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This slideshow is from the June 2022 postgraduate info session.
uts.edu.au/health
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The document discusses objectives for a new concept in medical education. It aims to create knowledge through collaborative multimedia techniques to empower medical educators and students. Full digital content will be developed, covering acquisition, creation, management and production of medical lectures, symposiums, and clinical pathology conferences. New active learning techniques will be encouraged to replace passive learning and value the effort students put into assimilating knowledge. Multimedia content will be optimized for publishing, streaming, and storage with development through content analysis, organization and metadata application.
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The National Health Portal (NHP) is a proposed online portal that will provide Indian citizens with health information and services. It will include sections on disease information, health service delivery, professional enhancement, and more. The portal will be developed by the Centre for Development of Advanced Computing using a layered architecture and content management system. Citizens, authors, and other users will be able to access and contribute content through registrations and login accounts.
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The document discusses how information and communication technologies (ICT) can be used to bridge gaps in India's healthcare system by implementing telemedicine and eHealth solutions, providing examples of C-DAC's telemedicine network and eSanjeevani software that enables online doctor consultations, profiles, prescriptions, and appointments.
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MOOCs for Medical Education
- 1. An Indian Perspective Presented By: Saurav Gupta, DK Jain CDAC Mohali ‘MOOCs for Medical Education’ 19 DECEMBER 2014
- 2. Medical Education in India • Shortage of Healthcare professionals in India. Shortage of Faculty in Medical Colleges. • Uneven distribution of medical infrastructure, lack of policy reforms • Non-uniform admission criteria • Age-old curricula lacking innovation Hence, the best practices are not shared with everyone. Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 3. Need of MOOCs in Medical Domain • At present there are 381 medical colleges in India, (source: MCI). Total admission capacity is 50,078 per year. Limited number of seats at PG level. • Population Doctor: Patient Ratio • Quality and Affordability of Medical Education • Field Healthcare Workers need continuous training about infectious diseases. In an epidemic situation, it could be time consuming • Essential for Medical Professional to constantly upgrade their knowledge [CMEs, CPCs, etc] in a Traditional classroom environment Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 4. Need of MOOCs A MOOC platform would encourage imparting of quality medical education from premier tertiary healthcare delivery institutions Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 5. MOOC is • NOT just an Online Course • NOT just a School • Way to Connect & Collaborate • Engaging in an Learning process • Access to ‘widely acclaimed’Professors Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 6. A Case Study Medical courses missing! Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 7. MOOC is Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 8. For developers • Edx Platform • Class2Go • Open MOOC • Course Builder Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 9. Implementation Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 10. For HCPs/ students Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 11. Challenges 1. Policy level • Need of recognition of MOOCs as part of the course curriculum • Associate ‘CME credits’ with successful MOOCs program Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 12. Challenges 2. Technical • The completion rate is inversely proportional to the length of the MOOC program • Low IT literacy amongst healthcare professionals • Practical/ Lab sessions Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 13. Challenges § 3. Implementation level • Inadequate IT infrastructure for eLearning in Medical Colleges • Low Bandwidth [leading to poor quality content] Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 14. Beneficiaries § Healthcare Professionals including Doctors and Field healthcare workers § Citizens of India Saurav G, DK Jain || IEEE-MITE 2014 19 DECEMBER 2014
- 15. Thank You saurav@cdac.in 19 DECEMBER 2014 15 Saurav G, DK Jain || IEEE-MITE 2014