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Interactive algorithms for teaching and learning acute medicine in the network of medical faculties MEFANET.

Schwarz D, Štourač P, Komenda M, Harazim H, Kosinová M, Gregor J, Hůlek R, Smékalová O, Křikava I, Štoudek R, Dušek L - J. Med. Internet Res. (2013)

Bottom Line: The feedback from the survey suggests that the students found the interactive algorithms as effective learning tools, facilitating enhanced knowledge in the field of acute medicine.The interactive algorithms, as a software platform, are open to academic use worldwide.The existing algorithms, in the form of simulation-based learning objects, can be incorporated into any educational website (subject to the approval of the authors).

View Article: PubMed Central - HTML - PubMed

Affiliation: Institute of Biostatistics and Analyses, Faculty of Medicine, Masaryk University, Brno, 625 00 Czech Republic. schwarz@iba.muni.cz

ABSTRACT

Background: Medical Faculties Network (MEFANET) has established itself as the authority for setting standards for medical educators in the Czech Republic and Slovakia, 2 independent countries with similar languages that once comprised a federation and that still retain the same curricular structure for medical education. One of the basic goals of the network is to advance medical teaching and learning with the use of modern information and communication technologies.

Objective: We present the education portal AKUTNE.CZ as an important part of the MEFANET's content. Our focus is primarily on simulation-based tools for teaching and learning acute medicine issues.

Methods: Three fundamental elements of the MEFANET e-publishing system are described: (1) medical disciplines linker, (2) authentication/authorization framework, and (3) multidimensional quality assessment. A new set of tools for technology-enhanced learning have been introduced recently: Sandbox (works in progress), WikiLectures (collaborative content authoring), Moodle-MEFANET (central learning management system), and Serious Games (virtual casuistics and interactive algorithms). The latest development in MEFANET is designed for indexing metadata about simulation-based learning objects, also known as electronic virtual patients or virtual clinical cases. The simulations assume the form of interactive algorithms for teaching and learning acute medicine. An anonymous questionnaire of 10 items was used to explore students' attitudes and interests in using the interactive algorithms as part of their medical or health care studies. Data collection was conducted over 10 days in February 2013.

Results: In total, 25 interactive algorithms in the Czech and English languages have been developed and published on the AKUTNE.CZ education portal to allow the users to test and improve their knowledge and skills in the field of acute medicine. In the feedback survey, 62 participants completed the online questionnaire (13.5%) from the total 460 addressed. Positive attitudes toward the interactive algorithms outnumbered negative trends.

Conclusions: The peer-reviewed algorithms were used for conducting problem-based learning sessions in general medicine (first aid, anesthesiology and pain management, emergency medicine) and in nursing (emergency medicine for midwives, obstetric analgesia, and anesthesia for midwifes). The feedback from the survey suggests that the students found the interactive algorithms as effective learning tools, facilitating enhanced knowledge in the field of acute medicine. The interactive algorithms, as a software platform, are open to academic use worldwide. The existing algorithms, in the form of simulation-based learning objects, can be incorporated into any educational website (subject to the approval of the authors).

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The contribution workflow scheme: (1) the author and technical editor finishes the contribution, (2) the guarantor, who is associated with a particular medical discipline, is notified about a new contribution to his/her field of interest, (3) the guarantor, either alone or with the help of the faculty’s editorial committee, invites 2 reviewers to present their reviews online with the use of template-generated forms.
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figure2: The contribution workflow scheme: (1) the author and technical editor finishes the contribution, (2) the guarantor, who is associated with a particular medical discipline, is notified about a new contribution to his/her field of interest, (3) the guarantor, either alone or with the help of the faculty’s editorial committee, invites 2 reviewers to present their reviews online with the use of template-generated forms.

Mentions: There are 4 dimensions of critical importance when evaluating the quality of electronic teaching materials: (1) expert review, (2) education level of target users, (3) classification by type, and (4) self-study score. The review includes binary questions as well as open questions. The structure of the review form can be localized by modifying an extensible markup language (XML) template file. The second dimension is represented by the education level of the target group of the teaching material, which is a useful piece of information for the users and the reviewers. The next dimension is represented by a multiple-choice classification according to the types of attachments—the enumerated scale includes static files for Web-based learning and interactive e-learning courses encapsulated in the learning management systems. The last dimension—a self-study score—indicates what users think about the usability of a particular contribution in their self-studies. The values of the first 3 dimensions of the 4D assessment are composed by authors, guarantors, and reviewers. Their activities and the workflow of a contribution are explained in Figure 2. In addition to the 4D quality assessment, all contributions submitted to the central gateway undergo an additional editorial process called mentally active monitoring. It focuses on the following issues: (1) metadata is filled in properly, (2) granularity of the attachments is suitable, and (3) all attached documents and the links are accessible for at least MEFAPERSON users. The monitoring of these 3 important issues is done not only at the syntax level, but also semantically; therefore, it is carried out by a team of editors in cooperation with the editors responsible for the local Web portals.


Interactive algorithms for teaching and learning acute medicine in the network of medical faculties MEFANET.

Schwarz D, Štourač P, Komenda M, Harazim H, Kosinová M, Gregor J, Hůlek R, Smékalová O, Křikava I, Štoudek R, Dušek L - J. Med. Internet Res. (2013)

The contribution workflow scheme: (1) the author and technical editor finishes the contribution, (2) the guarantor, who is associated with a particular medical discipline, is notified about a new contribution to his/her field of interest, (3) the guarantor, either alone or with the help of the faculty’s editorial committee, invites 2 reviewers to present their reviews online with the use of template-generated forms.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC3714007&req=5

figure2: The contribution workflow scheme: (1) the author and technical editor finishes the contribution, (2) the guarantor, who is associated with a particular medical discipline, is notified about a new contribution to his/her field of interest, (3) the guarantor, either alone or with the help of the faculty’s editorial committee, invites 2 reviewers to present their reviews online with the use of template-generated forms.
Mentions: There are 4 dimensions of critical importance when evaluating the quality of electronic teaching materials: (1) expert review, (2) education level of target users, (3) classification by type, and (4) self-study score. The review includes binary questions as well as open questions. The structure of the review form can be localized by modifying an extensible markup language (XML) template file. The second dimension is represented by the education level of the target group of the teaching material, which is a useful piece of information for the users and the reviewers. The next dimension is represented by a multiple-choice classification according to the types of attachments—the enumerated scale includes static files for Web-based learning and interactive e-learning courses encapsulated in the learning management systems. The last dimension—a self-study score—indicates what users think about the usability of a particular contribution in their self-studies. The values of the first 3 dimensions of the 4D assessment are composed by authors, guarantors, and reviewers. Their activities and the workflow of a contribution are explained in Figure 2. In addition to the 4D quality assessment, all contributions submitted to the central gateway undergo an additional editorial process called mentally active monitoring. It focuses on the following issues: (1) metadata is filled in properly, (2) granularity of the attachments is suitable, and (3) all attached documents and the links are accessible for at least MEFAPERSON users. The monitoring of these 3 important issues is done not only at the syntax level, but also semantically; therefore, it is carried out by a team of editors in cooperation with the editors responsible for the local Web portals.

Bottom Line: The feedback from the survey suggests that the students found the interactive algorithms as effective learning tools, facilitating enhanced knowledge in the field of acute medicine.The interactive algorithms, as a software platform, are open to academic use worldwide.The existing algorithms, in the form of simulation-based learning objects, can be incorporated into any educational website (subject to the approval of the authors).

View Article: PubMed Central - HTML - PubMed

Affiliation: Institute of Biostatistics and Analyses, Faculty of Medicine, Masaryk University, Brno, 625 00 Czech Republic. schwarz@iba.muni.cz

ABSTRACT

Background: Medical Faculties Network (MEFANET) has established itself as the authority for setting standards for medical educators in the Czech Republic and Slovakia, 2 independent countries with similar languages that once comprised a federation and that still retain the same curricular structure for medical education. One of the basic goals of the network is to advance medical teaching and learning with the use of modern information and communication technologies.

Objective: We present the education portal AKUTNE.CZ as an important part of the MEFANET's content. Our focus is primarily on simulation-based tools for teaching and learning acute medicine issues.

Methods: Three fundamental elements of the MEFANET e-publishing system are described: (1) medical disciplines linker, (2) authentication/authorization framework, and (3) multidimensional quality assessment. A new set of tools for technology-enhanced learning have been introduced recently: Sandbox (works in progress), WikiLectures (collaborative content authoring), Moodle-MEFANET (central learning management system), and Serious Games (virtual casuistics and interactive algorithms). The latest development in MEFANET is designed for indexing metadata about simulation-based learning objects, also known as electronic virtual patients or virtual clinical cases. The simulations assume the form of interactive algorithms for teaching and learning acute medicine. An anonymous questionnaire of 10 items was used to explore students' attitudes and interests in using the interactive algorithms as part of their medical or health care studies. Data collection was conducted over 10 days in February 2013.

Results: In total, 25 interactive algorithms in the Czech and English languages have been developed and published on the AKUTNE.CZ education portal to allow the users to test and improve their knowledge and skills in the field of acute medicine. In the feedback survey, 62 participants completed the online questionnaire (13.5%) from the total 460 addressed. Positive attitudes toward the interactive algorithms outnumbered negative trends.

Conclusions: The peer-reviewed algorithms were used for conducting problem-based learning sessions in general medicine (first aid, anesthesiology and pain management, emergency medicine) and in nursing (emergency medicine for midwives, obstetric analgesia, and anesthesia for midwifes). The feedback from the survey suggests that the students found the interactive algorithms as effective learning tools, facilitating enhanced knowledge in the field of acute medicine. The interactive algorithms, as a software platform, are open to academic use worldwide. The existing algorithms, in the form of simulation-based learning objects, can be incorporated into any educational website (subject to the approval of the authors).

Show MeSH
Related in: MedlinePlus