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Developing a fully online course for senior medical students.

Chapman C, White CB, Engleberg C, Fantone JC, Cinti SK - Med Educ Online (2011)

Bottom Line: To provide some flexibility for students who were interviewing for residency positions the AMT course was created using a distance-learning model, and in the 2008-2009 academic year it was offered in a fully online format.The components of the course are weekly case-based modules, a weekly online seminar, quizzes based on modules and seminars, and a research project based on a therapeutic question.The paper discusses the development and components of the AMT course, a survey of fourth-year medical students who participated in the course between 2007 and 2010, and how the course evolved over three years.

View Article: PubMed Central - PubMed

Affiliation: University of Michigan Medical School, Ann Arbor, MI, USA.

ABSTRACT
In 2002 the University of Michigan Medical School created a one-month course in advanced medical therapeutics (AMT). All senior medical students were required to complete the course. To provide some flexibility for students who were interviewing for residency positions the AMT course was created using a distance-learning model, and in the 2008-2009 academic year it was offered in a fully online format. The components of the course are weekly case-based modules, a weekly online seminar, quizzes based on modules and seminars, and a research project based on a therapeutic question. The paper discusses the development and components of the AMT course, a survey of fourth-year medical students who participated in the course between 2007 and 2010, and how the course evolved over three years.

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Related in: MedlinePlus

Reference material for acute sinusitis cases.
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Figure 0004: Reference material for acute sinusitis cases.

Mentions: Online learning modules have been created for 20 topic areas, and each week students are responsible for reviewing four or five areas (Fig. 1). Topic areas were chosen to represent a broad range of therapeutic issues and we continue to add topics each year. More than 20 faculty members with expertise in each topic area have provided content and references. Content includes between three and 11 case scenarios per topic area. Each area contains figures, article links, and multiple-choice questions with explanations for each right and wrong answer (Fig. 2). In addition, one- to three-minute videotaped explanations by faculty members are provided for each multiple-choice question (Fig. 3). The video clips provide insight and feedback focused on the practice of medicine. References include recommended and supplemental material such as guidelines, articles, and PowerPoint slides (Fig. 4). Since the course was created, 270 references and PowerPoint presentations have been added to the program. Students can choose topic areas they would like to focus on; each area has a mandatory quiz associated with it (see below). Each year faculty contributors are asked to review their modules and reference material and make appropriate changes. If changes are extensive another videotape is created.


Developing a fully online course for senior medical students.

Chapman C, White CB, Engleberg C, Fantone JC, Cinti SK - Med Educ Online (2011)

Reference material for acute sinusitis cases.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3091852&req=5

Figure 0004: Reference material for acute sinusitis cases.
Mentions: Online learning modules have been created for 20 topic areas, and each week students are responsible for reviewing four or five areas (Fig. 1). Topic areas were chosen to represent a broad range of therapeutic issues and we continue to add topics each year. More than 20 faculty members with expertise in each topic area have provided content and references. Content includes between three and 11 case scenarios per topic area. Each area contains figures, article links, and multiple-choice questions with explanations for each right and wrong answer (Fig. 2). In addition, one- to three-minute videotaped explanations by faculty members are provided for each multiple-choice question (Fig. 3). The video clips provide insight and feedback focused on the practice of medicine. References include recommended and supplemental material such as guidelines, articles, and PowerPoint slides (Fig. 4). Since the course was created, 270 references and PowerPoint presentations have been added to the program. Students can choose topic areas they would like to focus on; each area has a mandatory quiz associated with it (see below). Each year faculty contributors are asked to review their modules and reference material and make appropriate changes. If changes are extensive another videotape is created.

Bottom Line: To provide some flexibility for students who were interviewing for residency positions the AMT course was created using a distance-learning model, and in the 2008-2009 academic year it was offered in a fully online format.The components of the course are weekly case-based modules, a weekly online seminar, quizzes based on modules and seminars, and a research project based on a therapeutic question.The paper discusses the development and components of the AMT course, a survey of fourth-year medical students who participated in the course between 2007 and 2010, and how the course evolved over three years.

View Article: PubMed Central - PubMed

Affiliation: University of Michigan Medical School, Ann Arbor, MI, USA.

ABSTRACT
In 2002 the University of Michigan Medical School created a one-month course in advanced medical therapeutics (AMT). All senior medical students were required to complete the course. To provide some flexibility for students who were interviewing for residency positions the AMT course was created using a distance-learning model, and in the 2008-2009 academic year it was offered in a fully online format. The components of the course are weekly case-based modules, a weekly online seminar, quizzes based on modules and seminars, and a research project based on a therapeutic question. The paper discusses the development and components of the AMT course, a survey of fourth-year medical students who participated in the course between 2007 and 2010, and how the course evolved over three years.

Show MeSH
Related in: MedlinePlus