ERA

Medical Education

Items in this Collection
  1. The Edmonton Healthcare Improvement Network: Empowering Future Healthcare Professionals to Lead Quality Improvement and Patient Safety Initiatives

    Title: The Edmonton Healthcare Improvement Network: Empowering Future Healthcare Professionals to Lead Quality Improvement and Patient Safety Initiatives
    Creator: Flynn, R.
    Description: The objective of this study is to engage students in learning about the principles, methods, and tools of Quality Improvement and Patient Safety through education and practice opportunities
    Subjects: Medical Education - Curriculum Development, Patient Safety - Curriculum Development, EHIN (Edmonton Healthcare Improvement Network), Quality Improvement Curriculum
  2. The Learning Game: What can it do for Instructors and Students

    Title: The Learning Game: What can it do for Instructors and Students
    Creator: Gnarpe, Judy A
    Description: Background: An asynchronous multiplayer online learning game was developed for use in the preclinical courses at our medical school. This game system is now used by other courses in the Faculty of Medicine and is gaining popularity in other faculties. The resource was developed according to perceived needs of both the student and the instructor. Students use the game to review course concepts; receive instructor feedback about the question content; challenge other students in the class, creating an enjoyable competition and increasing interaction in the community of learners; test themselves for exams and communicate directly with the instructor through the system. Instructors can use the games to determine if their teaching practice has been effective, to extend the content in a course and to standardize new multiple choice exam questions before using them in exams. Within the questions provided, the instructor can add images or links to other websites, allowing for a more visual learning experience and enriching content. Methodology: Surveys were administered to students in the undergraduate medical program and students in a medical microbiology class for nursing. Students were asked if they thought the learning games enhanced their learning, provided more support for them during the course, provided an enjoyable way to review course material and reduced the stress that they felt during the course. They were also asked to provide prose comments about the games and their perception of the advantages for their learning. Discussion: Instructors make games using multiple choice questions to review course content, and by making the learning resource available to students can get good feedback about problems and levels of understanding. “Games” can be comprehensive, covering a whole course or can be constructed from material derived for only one lecture, providing a just-in-time snapshot of teaching and learning effectiveness. Reports of several types can be generated to help steer the teaching process: individual student performance on game questions is useful for identification of students who need more attention and individual question performance can give insights into how well the material was presented. Instructors can generate reports on the subcategories of the major subject to see how students are doing in different areas of the course, which can lead to a change in teaching practices if deficiencies are found. A major useful function of the system for instructors is the ability to standardize new multiple choice questions by using item analysis before using these questions in an examination. Conclusions: Providing online quizzes in a course with small game-type characteristics increased student satisfaction with their courses and reduced student self-perceived stress. Use of game systems for feedback and assessment allows instructors to interact with students outside of class. Added advantages include the ability to assess student performance and areas of difficulty and increase engagement with course content.
    Subjects: Brainspan, Student Assessment of Learning Games (SALG), elearning, educational games
    Date Created: 2011/06/20
  3. Vicious virus flashcard: Yellow Fever virus

    Title: Vicious virus flashcard: Yellow Fever virus
    Creator: Gnarpe, Judy A
    Subjects: virology, flashcard, elearning
    Date Created: 2008/01/01
  4. Ask the Surgeon: What do Pre-Clinical Students Want to Know about Surgeons?

    Title: Ask the Surgeon: What do Pre-Clinical Students Want to Know about Surgeons?
    Creator: Chaudoir, Susan
    Description: Medical Education, 47(Suppl. 1), 61. Many authors have considered the question ‘what are the factors that attract students into surgery?’ with the intent of increasing recruitment into surgical careers. This study set out instead to determine what students actually want to know about surgeons and the practice of surgery, independent of eventual career choice.
    Subjects: Publications
    Date Created: April 22, 2013
  5. Student Assessment of Learning Gains (with E-resources)

    Title: Student Assessment of Learning Gains (with E-resources)
    Creator: Gnarpe, Judy A
    Description: In the health professions, even more so than in other programs, a mastery of content related to patient care and infection control is of paramount importance. Nursing students and dental hygiene students are required to take MMI 133, Medical Microbiology for Health Professionals. This is a large class and in order to adequately provide resources for the students, a learning management system is utilized to increase student participation with the course material and with the course instructors and teaching assistants. The SALG (student assessment of learning gains) is a validated, standardized survey that can be customized for individual courses. We administered the survey to the health professional students at the end of their Medical Microbiology for Health Professional course, MMI 133. The participation rate for the survey was 28%. Students rated the e-resources according to their perceived learning gains, including learning games and quizzes of many different types, and instructor/TA led chat rooms. Results for questions about learning games where: 64% of students found small simple learning games very helpful; 73% found the Vista self quizzes helpful and 82% found the large multiplayer games very helpful. 84% of students thought that the instructor feedback provided in the multiplayer games was important for their learning. 61% reported gains as a result of the chatrooms throughout the course and 85% of students felt that the content they learned in the course would be useful for them in the clinical situation.
    Subjects: student assessment of learning gains (SALG), elearning, educational games
    Date Created: 2010/06/18
  6. Vicious virus flashcard: rubella

    Title: Vicious virus flashcard: rubella
    Creator: Gnarpe, Judy A
    Subjects: elearning, virology, flashcard
    Date Created: 2008/01/01
  7. Vicious virus flashcard: Cytomegalovirus (CMV or HHV-5)

    Title: Vicious virus flashcard: Cytomegalovirus (CMV or HHV-5)
    Creator: Gnarpe, Judy A
    Subjects: flashcard, elearning, virology
  8. The Effectiveness of Team Based Learning on Health Professions Education

    Title: The Effectiveness of Team Based Learning on Health Professions Education
    Creator: Fatmi, Mim S.
    Subjects: tbl, learning, team, based
    Date Created: 2011/10/01
  9. Vicious virus flashcard: HBV

    Title: Vicious virus flashcard: HBV
    Creator: Judy Gnarpe
    Subjects: elearning, Flashcard, Virology
    Date Created: 2009/09/01
  10. Vicious virus flashcard: poliovirus

    Title: Vicious virus flashcard: poliovirus
    Creator: Gnarpe, Judy A
    Subjects: elearning, virology, flashcard
    Date Created: 2008/01/01