oalib
Search Results: 1 - 10 of 100 matches for " "
All listed articles are free for downloading (OA Articles)
Page 1 /100
Display every page Item
Learner evaluation of an online continuing medical education course for general practitioners  [cached]
Nandani de Silva
Sri Lanka Journal of Bio-Medical Informatics , 2013, DOI: http://dx.doi.org/10.4038/sljbmi.v3i3.4470
Abstract: Societal expectations for quality medical care have made it imperative that doctors undergo Continuing Medical Education (CME) to keep abreast of new developments in medicine. Taking cognizance of the potential of ‘Online Learning’, the OUSL offered an online CME course on cardiovascular health for physicians.The course purchased from Monash University, Australia was updated and adapted to suit the Sri Lankan context. The course which was available in print format was converted into an online format on the learning management system ‘Moodle’. While designing the online format, the course was enriched by using audio visual material, discussion forums, self assessment activities and an online reflective journal. Online assessments included a variety of assessment methods. The course team functioned as tutor mentors to facilitate learning.All learners (n=21) participated in the evaluation of the course by completing an online questionnaire. The questionnaire had 16 closed questions and seven open ended questions. Responses to the closed questions were gathered on a four point Likert scale. Frequencies were computed for closed questions and content analysis was carried out for open-ended questions.Learners perceived interactive and collaborative learning as the most liked features. They agreed that the audiovisual material enriched the course and that sessions were well structured, easy to understand and interesting. Some disliked essays and reflective writing while others suggested more interaction and audio-visual material to improve the course. Problems faced by learners were mainly of a technical nature. Finally, learners expressed an overall satisfaction with the course and thought that online learning was a rewarding experience. Learner evaluation showed that pedagogy, social environment and technical underpinning should be properly utilised in optimising learning in an online learning environment. The course had provided an enjoyable, satisfying and useful experience for physicians who lack the opportunity of undergoing face to face CME.
The Assessment Methods and Learning Approaches in Nursing Students of Kerman University of Medical Sciences in Iran  [PDF]
Sakine Sabzevari, Abbas Abbaszade, Fariba Borhani
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.42023
Abstract:

The purpose of this paper is to gain insight into the relationship between the conventional methods of assessment in medical surgical courses and students’ approaches to learning. In this descriptive correlational study; the sample consisted of 198 undergraduate and postgraduate students studying nursing. Data were obtained using the revised two-factor study process questionnaire (R-SPQ-2F) and the Assessment preference inventory including personal characteristics and assessment methods. The results showed that mean grade for deep learning approaches were a bit higher than surface learning approaches. (Mean ± Standard error [SE] 34.27 ± 5.006 versus Mean ± Standard error [SE] 31.21 ± 5.52). The deep and surface approaches were proposed each with a motive and strategy subscale. In this regard; grades of 16.51 ± 2.73, 17.75 ± 3.28 and 14.6 ± 3.72, 16.61 ± 2.74 were obtained for deep motive and strategy and surface motive and strategy respectively. Regarding the relationship between learning approaches and clinical assessment methods; the results of ANOVA test showed significant differences only on surface learning strategy (p < 0.05) and between clinical, oral and practical group project assessments. In respect to the relationship between learning approaches and written assessment methods; there were also strong and significant correlations between True-False questions and a combination of tests groups in deep motive subscale and between project assessment and a combination of tests groups in surface strategy subscale (p < 0.05). Suggestions are offered for mixed and new assessment methods and techniques in medical education. In case of some new debates on evaluation, workshops and training courses are recommended.

Quality Assurance in E-Learning: PDPP Evaluation Model and its Application
Weiyuan Zhang,Y L Cheng
International Review of Research in Open and Distance Learning , 2012,
Abstract: E-learning has become an increasingly important teaching and learning mode in educational institutions and corporate training. The evaluation of e-learning, however, is essential for the quality assurance of e-learning courses. This paper constructs a four-phase evaluation model for e-learning courses, which includes planning, development, process, and product evaluation, called the PDPP evaluation model. Planning evaluation includes market demand, feasibility, target student group, course objectives, and finance. Development evaluation includes instructional design, course material design, course Web site design, flexibility, student-student interaction, teacher/tutor support, technical support, and assessment. Process evaluation includes technical support, Web site utilization, learning interaction, learning evaluation, learning support, and flexibility. Product evaluation includes student satisfaction, teaching effectiveness, learning effectiveness, and sustainability. Using the PDPP model as a research framework, a purely e-learning course on Research Methods in Distance Education, developed by the School of Professional and Continuing Education at the University of Hong Kong (HKU SPACE) and jointly offered with the School of Distance Learning for Medical Education of Peking University (SDLME, PKU), was used as a case study. Sixty students from mainland China, Hong Kong, Macau, and Malaysia were recruited for this course. According to summative evaluation through a student e-learning experience survey, the majority of students were very satisfied/satisfied on all e-learning dimensions of this course. The majority of students thought that the learning effectiveness of this course was equivalent, even better, than face-to-face learning because of cross-border collaborative learning, student-centred learning, sufficient learning support, and learning flexibility. This study shows that a high quality of teaching and learning might be assured by using the systematic PDPP evaluation procedure. It is hoped that the PDPP evaluation model and its application can provide a benchmark for establishing a wider e-learning quality assurance mechanism in educational institutions.
Needs Assessment in Postgraduate Medical Education:A Review  [cached]
Dr. Savithiri Ratnapalan MRCP,FRCPC
Medical Education Online , 2002,
Abstract: Although the concept of needs assessment in continuing medical education is well ac-cepted, there is limited information on needs assessment in postgraduate medical education. We discuss the learning needs of postgraduate trainees and review the various methods of needs as-sessment such as: questionnaire surveys, interviews, focus groups, chart audits, chart-stimulated recall, standardized patients, and environmental scans in the context of post graduate medical edu-cation.
Subjective and Objective Evaluation of PBL Outcomes in Preclinical Medical Students
Ramesh Kumar Marya
Internet Journal of Medical Update - EJOURNAL , 2012,
Abstract: ABSTRACT: Problem based learning curriculum is widely recognized as a progressive, learner-centered, active learning approach and is currently used in the entire medical curriculum in over 10% of medical schools worldwide. But, is there real evidence that PBL is more effective than traditional approaches? In this report, outcomes of a PBL tutorial in 55 second year MBBS students have been evaluated by the facilitators (subjective evaluation) and by asking the students a set of questions based on the intended outcome of the PBL ( objective evaluation) soon after the completion of PBL tutorial. In the subjective assessment by the facilitators, all the students scored over 80% marks. In the objective assessment, out of 55 students, only three students scored over 50% marks. Perusal of answers to individual questions revealed appalling lack of knowledge of the subject. To conclude, before introduction of PBL-based curriculum in medical schools, usefulness of PBLs in preclinical medical education needs to be thoroughly investigated by objective evaluation of intended outcomes. KEYWORDS: Medical education; Preclinical students; PBLs; Objective evaluation;Questionnaire Internet Journal of Medical Update 2012 January;7(1):56-57
An Assessment System for the Pediatrics Milestone Project  [PDF]
Yina Du, Hailong Li, David Dewar, Chia Han
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.22003
Abstract:

A portable assessment system, PMEAS, based on the Pediatrics Milestone project, a joint initiative launched by the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Pediatrics (ABP) to assess resident physicians, is presented in this paper. Using the cutting-edge mobile technology, such as iPad, as the system platform, simple and easy to use interface for teachers to specify the competency categories and provide evaluation of the residents and immediate feedback on their progress of learning after daily rounds, this system enables the implementation of the medical education assessment strategy.

Quality issues in continuing medical education in Saudi Arabia  [cached]
Al-Shehri Ali,Alhaqwi Ali,Al-Sultan Mohammed
Annals of Saudi Medicine , 2008,
Abstract: The issue of continuing medical education (CME) in Saudi Arabia is no longer quantity but rather quality. Quality Management (QM) of the current huge number of CME activities is essential to ensure its merits and outcomes. Sound evaluation is the cornerstone of any QM process to CME. However, issues related to models of evaluation, CME stakeholders, principles of adult learning and assessment should be consid--ered before deciding on the type of evaluation appropriate for QM of CME. Our aim is to draw attention to the importance of developing a QM process for CME that is valid, reliable, feasible and acceptable to dif--ferent CME stakeholders. The huge volume of CME programs needs QM to ensure its utility for healthcare providers and consumers. Understanding relevant evaluation models and the complexity of evaluating CME is a necessary step towards appropriate action.
A Multimedia Integrated Learning Framework for Medical Education
Jayantha Udaya Weerasinghe,Nishantha Giguruwa,Yukuo Hayashida
Sri Lanka Journal of Bio-Medical Informatics , 2012, DOI: doi: http://dx.doi.org/10.4038/sljbmi.v2i3.3798
Abstract: In recent years, information and communication technology and multimedia technology have increasingly altered the landscape of the educational field particularly in higher education. In that, student is becoming the key focus of the educational process, where students’ creativity and interactions are strongly encouraged through IT enabled systems. The learning management system (LMS) is the system responsible for integrating all learning services and managing teaching and learning activities. It provides a collection of tools and functions to support teaching and learning processes, usually including course management tools, online group discussion, homework collections and grading; and course evaluation. The amount of multimedia support facilitated by the e-learning systems has given significant consideration in order to make distance education as effective as classroom education and make the blended leaning experience more effective. While the technology is moving toward a multimedia rich learning management system, its practical deployments is still far away, due to many unsolved technical and pedagogical problems. In this paper we present a framework for implementing a content integrated learning management system with specific focus on multimedia enrichment in learning content. It can be used effectively for teaching courses in medicine as well as to support complementary education for clinicians through channels such as telemedicine which can be integrated as an important component of epidemiology. We discuss two implementation examples: (a) UMELMS implementation in Ritsumeikan Asia Pacific University, and (b) telemedicine implementation to support international medical collaboration to present our concept of new generation medical education system design.
Subjective and Objective Evaluation of PBL Outcomes in Preclinical Medical Students  [PDF]
Ramesh Kumar Marya
Internet Journal of Medical Update - EJOURNAL , 2012,
Abstract: Problem based learning curriculum is widely recognized as a progressive, learner-centered, active learning approach and is currently used in the entire medical curriculum in over 10% of medical schools worldwide. But, is there real evidence that PBL is more effective than traditional approaches? In this report, outcomes of a PBL tutorial in 55 second year MBBS students have been evaluated by the facilitators (subjective evaluation) and by asking the students a set of questions based on the intended outcome of the PBL ( objective evaluation) soon after the completion of PBL tutorial. In the subjective assessment by the facilitators, all the students scored over 80% marks. In the objective assessment, out of 55 students, only three students scored over 50% marks. Perusal of answers to individual questions revealed appalling lack of knowledge of the subject. To conclude, before introduction of PBL-based curriculum in medical schools, usefulness of PBLs in preclinical medical education needs to be thoroughly investigated by objective evaluation of intended outcomes.
Reflections on the assessment of student learning in Special Education at Basic Education  [cached]
Maria Sylvia Cardoso Carneiro
Revista Educa??o Especial , 2012,
Abstract: This text reflects on special education student's accomplishment at basic education level, focusing on issues concerning the assessment of learning. Educational policies from an inclusive perspective have guided education systems to develop strategies with the purpose to include these students in school life. This means recognizing them as subjects of learning, taking into account their limitations, but also their possibilities and especially their peculiarities and the different ways of learning and teaching resulting from that. For special education to be effective as an inclusive perspective, pedagogical practices in school at basic education level should be organized collectively in school, always preserving the role of the coordinating teacher in conducting the schooling processes for all students. However, this is not the dynamics found in most schools. The presence of students with disabilities in regular education schools further tightens discussions on the evaluation of learning, which will always be a task assigned to the coordinating teacher, the one who planned the teaching/learning process. Without ignoring the importance of specific accessibility resources to physical space and communication, as well as of adapting teaching materials to the needs of each student, it is important to consider that the education process for these subjects cannot be limited to the elimination of barriers, whether physical, communicational, informational or attitudinal. It is essential that the priorities of school pedagogical practices include the ownership of the historically produced knowledge on behalf of all students. For such empowerment to materialize, it is necessary to perform a teaching work articulated among different school professionals.
Page 1 /100
Display every page Item


Home
Copyright © 2008-2017 Open Access Library. All rights reserved.