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Individual Formative Assessment Modules for Medical Education

Individual Formative Assessment Modules for Medical Education. Rumi Chunara Harvard-MIT Division of Health Sciences and Technology The Fourth Annual Conference of Learning International Networks Consortium Oct. 29, 2007. Acknowledgements. Dr. Elazer Edelman (HST)

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Individual Formative Assessment Modules for Medical Education

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  1. Individual Formative Assessment Modules for Medical Education Rumi Chunara Harvard-MIT Division of Health Sciences and Technology The Fourth Annual Conference of Learning International Networks Consortium Oct. 29, 2007

  2. Acknowledgements • Dr. Elazer Edelman (HST) • Sarah Henrickson, Iahn Cajigas (HST) • Rebecca Scholl (Olin College)

  3. Technology in Medicine • medicine:extremely large knowledge base. • simulation: provides a venue to rehearse potentially high-stress/high-speed/high-risk situations • patient interaction can be rehearsed • patient interaction can be delivered (telemedicine) • superior patient-care

  4. Technology and Education:Technology in Education, Educational Technology Technology in Medical Education: simulations of high-speed, difficult to reproduce situations medicalsim.com Educational Technology (all domains): -automate and increase speed of data processing -engage learners and introduce variety into traditional didactic methods -bring learning outside of traditional context OLPC.com

  5. Thought Experiment

  6. The Gutenberg Method • combines learning • resources • integrates learning materials • can be automated • students feel involved in instruction process** Frank L. Lambert. Effective teaching of organic chemistry. Journal of Chemical Education, 40(4):173–174, 1963.

  7. Pedagogy Flow HST Modules Baseline Online tutorial Lecture with Individualized feedback Lecture Problem set Online tutorial Exam Exam

  8. HST 090: Cardiovascular Pathophysiology • diverse audience • course content: basic science and clinical concepts • foundational topics which students report difficulty in mastering early on in course • course already incorporates problem sets to encourage preparation before lectures

  9. Module Purposes • direct reading • feedback for lecturer about student understanding • engage students on a complicated topic

  10. Module Implementation • open source • : high-level Python Web framework that encourages rapid development and clean, pragmatic design of dynamic websites • problem based (wealth of resources on topic are already available: textbooks, lecture notes, internet sources) – still include individualized, formative feedback

  11. Design Process • Questions: • should be challenging, but straightforward to implement in online format • possible formats considered: • multiple choice (text, graphical) • short answer (match text) • long answer (look for key words) • graphical answering (create drawings) • analogies useful for understanding and extending concepts to enforce the basic underlying facts • require thought on multiple layers of concepts

  12. Capillary Filtration Module Ubiquitous physiological principle: • Urine formation • Pulmonary congestion • Edema

  13. Cardiovascular Physiology Module pressure-volume relationships in the cardiac cycle http://www.cvphysiology.com cvphysiology.com

  14. Effect of Module-based Teaching on Learning Objectives

  15. Appealing to a Diverse Audience: Learning Tool Preference

  16. Module Design (I)

  17. Module Design (II)

  18. Future Outlook • Dissemination • Implement, refine and examine module • Entire course modular structure

  19. Proposal for Distance Education Model

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