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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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Students signed in from around the USA (red box).
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Figure 0008: Students signed in from around the USA (red box).

Mentions: Over the three years that the AMT course has been required at the UM Medical School, several changes have occurred. As mentioned, after 2007–2008 (Cohort 1) all seminars were offered online and students could sign on from anywhere in the USA. It was not unusual in Cohorts 2 and 3 to have six or seven students signing on from different cities (Fig. 8). Quizzes were changed from questions with short answers to multiple-choice questions with partial credit answers. Furthermore, quizzes were offered throughout the week and were associated with each case-based module. As a result of these changes, there were fewer concerns among Cohorts 2 and 3 students about time constraints in completing the quizzes. To make research projects more relevant and challenging, several students in Cohorts 2 and 3 were given commendations for outstanding projects, and six students were asked to present their projects as a seminar session in the fourth week of the final 2008–2009 and 2009–2010 AMT sessions.


Developing a fully online course for senior medical students.

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

Students signed in from around the USA (red box).
© Copyright Policy - open-access
Related In: Results  -  Collection

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

Figure 0008: Students signed in from around the USA (red box).
Mentions: Over the three years that the AMT course has been required at the UM Medical School, several changes have occurred. As mentioned, after 2007–2008 (Cohort 1) all seminars were offered online and students could sign on from anywhere in the USA. It was not unusual in Cohorts 2 and 3 to have six or seven students signing on from different cities (Fig. 8). Quizzes were changed from questions with short answers to multiple-choice questions with partial credit answers. Furthermore, quizzes were offered throughout the week and were associated with each case-based module. As a result of these changes, there were fewer concerns among Cohorts 2 and 3 students about time constraints in completing the quizzes. To make research projects more relevant and challenging, several students in Cohorts 2 and 3 were given commendations for outstanding projects, and six students were asked to present their projects as a seminar session in the fourth week of the final 2008–2009 and 2009–2010 AMT sessions.

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