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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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Online geriatrics quiz.
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Figure 0006: Online geriatrics quiz.

Mentions: All AMT quizzes are online. Initially, quizzes were administered at the end of each week and included content on the weekly topics. Quizzes were in the form of case presentations, and students were given four hours to complete 10–12 questions. Quiz takers were allowed to use any resources other than fellow students or content experts to answer questions. During the pilot, quizzes were composed of both multiple-choice and short-answer questions; the short-answer questions were designed to explore students’ thought processes in problem solving, analysis, and synthesis. Because of the time that had to be devoted to reading the short answers, categorizing them, and providing feedback to 170 students, the format was changed to multiple-choice type questions that assessed higher-order thought processes. Since 2008–2009 each topic area and seminar has an associated quiz with between one and four questions. Students have 20 minutes per question and receive an immediate score and feedback upon submitting the quiz (Fig. 6). Multiple-choice answers are given point values between 0 and 10 and explanations are given for the final score (Fig. 7). Students can take each quiz at any time during the week.


Developing a fully online course for senior medical students.

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

Online geriatrics quiz.
© Copyright Policy - open-access
Related In: Results  -  Collection

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

Figure 0006: Online geriatrics quiz.
Mentions: All AMT quizzes are online. Initially, quizzes were administered at the end of each week and included content on the weekly topics. Quizzes were in the form of case presentations, and students were given four hours to complete 10–12 questions. Quiz takers were allowed to use any resources other than fellow students or content experts to answer questions. During the pilot, quizzes were composed of both multiple-choice and short-answer questions; the short-answer questions were designed to explore students’ thought processes in problem solving, analysis, and synthesis. Because of the time that had to be devoted to reading the short answers, categorizing them, and providing feedback to 170 students, the format was changed to multiple-choice type questions that assessed higher-order thought processes. Since 2008–2009 each topic area and seminar has an associated quiz with between one and four questions. Students have 20 minutes per question and receive an immediate score and feedback upon submitting the quiz (Fig. 6). Multiple-choice answers are given point values between 0 and 10 and explanations are given for the final score (Fig. 7). Students can take each quiz at any time during the week.

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