#10FF ePosters - Technology Enhanced Learning 2
10FF01 (277) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1
Transition from Paper-Based to Electronic Portfolio Using On-Hand Social Medias for Undergrads: Generation Gap Perspective
AUTHOR(S): Chalinee Monsereenusorn, Phramongkutklao Hospital and College of Medicine, Thailand (Presenter) Piya Rujkijyanont, Phramongkutklao Hospital and College of Medicine, Thailand Chanchai Traivaree, Phramongkutklao Hospital and College of Medicine, Thailand Sangkae Chamnanvanakij, Phramongkutklao Hospital and College of Medicine, Thailand
ABSTRACT
Background: The academic portfolio has become a key to evaluate holistic approach, mentality, ethics and professionalism for health professions. On-hand technologies and social media become a vital part of life in this century. Integration of technologies and social media into electronic portfolio aims to motivate student in creating prosperity portfolio with satisfaction and user friendly. Summary of Work: Transition from paper-based into electronic portfolio by combining with Google® form to submit and compile documents in a single place with Line® application to communicate between students and teachers was initiated. Feedback from teacher was submitted by email directly to student and administrator. We conduct a study to evaluate students and teachers' satisfaction by using a questionnaire focusing in 4 domains to compare between paper-based and electronic portfolio: easy and less complex to fill up; fast and convenient; beneficial for longitudinal follow-up and easy archiving. A Likert scale from 0 to 5 was used to define levels of disagree to totally agree. Summary of Results: All ninety-eight students filled and submitted portfolio electronically. On contrary, 13 of 26 teachers (50%) provided feedback electronically while the rest wrote feedback in a paper. 12 of 13 (92.3%) and 1 of 13 (7.7%) who provided paper-based feedback were age 39-53 years (generation x) and 24- 38 years (generation y), respectively. 98 of the 4th year medical students (100%) and 21 of 26 teachers (80%) returned the questionnaire. Students and teachers preferred electronic to paper-based portfolio (83.7% vs 16.3% and 95.2% vs 4.8%, respectively) in 4 domains; fast and convenience (p<0.001), benefit for longitudinal follow-up (p<0.001) and easy archiving (p=0.002). There was no difference in the score of ease and complexity to fill up between the two groups for both students and teachers perspective. However, fast and convenience for electronic inferior to paper-based portfolio in generation x teachers perspective (2.53 vs 3.6, p<0.001). Discussion and Conclusions: Medical students preferred electronic to paper-based portfolio. Electronic portfolio should be implemented to improve the quality of portfolio in undergraduate level. However, paper-based feedback from teachers might be provided as an option. Take-home Messages: Technologies might be a good tool for reflection and feedback in portfolio assessment. #10FF ePosters - Technology Enhanced Learning 2
10FF02 (278)
Date of Presentation: Wednesday, 28 August 2019
Time of Session: 0830-1015
Location of Presentation: Crystal Lounge, Level 1
The Focused Cardiac Ultrasound skill of newly-graduated doctors: which acoustic window has the highest yield?
AUTHOR(S):
Praew Kotruchin, Khon Kaen University, Thailand (Presenter)
Panupong Damgengkajornwong, Police General Hospital, Thailand
Kamonwan Ianghong, Faculty of Medicine, Khon Kaen University, Thailand
ABSTRACT
Background: Focused cardiac ultrasound (FCU) is a useful modality in emergency care settings. The FCU skill of newly-graduated doctors has not yet been demonstrated. Our objective was to assess the FCU skill of newly-graduated doctors in terms of knowledge and hands-on skills after a short training course.
Summary of Work: Thai doctors who had graduated within the past three months from a regional university were enrolled. The three-hour FCU training consisted of lectures and a hands-on echocardiography session including examples of parasternal short axis (PSA), long axis (PLA), subcostal (SC), pleural scanning (PS) and apical four-chamber view (A4C) were provided by the emergency physician and cardiologist. After one month, the practical skills in terms of image quality and time to diagnosis of real patients were evaluated.
Summary of Results: Total of 70 participants, 45.7% were male. The mean age was 24.6 years old. In terms of image quality, PSA for evaluating left ventricular (LV) structures was highest achieved at 61.4%, followed by PLA for detecting pericardial effusion (44.3%), SC for evaluating inferior vena cava diameter (37.1%) and PS for detecting pleural effusion (28.5%). The A4C had the lowest achievement (17.1%). Time to diagnosis in the LV abnormalities was shortest in PSA (15 seconds) and longest in A4C (35 seconds). A total of 87.1% of participants passed the hands-on examination in all acoustic views.
Discussion and Conclusions: The PSA, PLA and SC acoustic views resulted in higher quality and shorter times for training than A4C, indicating that these should be the first acoustic views for training and for using by newly-graduated doctors to evaluate the acute patients.
Take-home Messages: Focus cardiac ultrasound (FCU) is a useful adjunctive modality in emergency care that can be successfully trained in the fewer experienced doctors. #10FF ePosters - Technology Enhanced Learning 2
10FF03 (678)
Date of Presentation: Wednesday, 28 August 2019
Time of Session: 0830-1015
Location of Presentation: Crystal Lounge, Level 1
Development and Assessment of an Interactive Neurolocalisation eLearning Tool
AUTHOR(S):
Tammy Tsang, National Healthcare Group, Singapore (Presenter)
Sheila Srinivasan, Department of Neurology, National Neuroscience Institute
Han Kun Wang, National Healthcare Group, Singapore
ABSTRACT
Background: Neurophobia, fear of neural sciences and clinical neurology, is common among junior learners of neurology. This has been attributed to lack of knowledge and low interest. We created an interactive e-learning tool (Neurobot) to learn neurolocalisation - a systematic approach to localizing a lesion based on a patient's symptoms and signs. We assessed the efficacy by comparing it to conventional tutor-led teaching.
Summary of Work: We developed an inital online e-learning tool 'Neurobot’, with seven clinical cases involving neurological localisation. A pilot study involved a total of 30 undergraduate medical students who tested the tool with quantitative and qualitative feedback collected. A second version of Neurobot with fifteen clinical cases was developed and used in a controlled study, involving students rotating through National Neuroscience Institute. The control arm received conventional tutor-led teaching while the intervention arm received neurological localization education via the Neuroapp. The primary outcome was the mean test scores of the students on an extended-matching (EMQ) test. Secondary outcomes include qualitative and quantitative feedback on the Neuroapp and level of neurophobia pre and post-teaching.
Summary of Results: In the pilot study, quantitative and qualitative feedback was positive. The controlled study had 183 students who participated in the study. Mean EMQ score for the control group was 31.69 (SD 6.74) and the Neuroapp group was 31.20 (SD 7.72) with no statistically significant difference between the two (p=0.673). Mean neurophobia level at baseline was similar in the control group (2.2) and the Neuroapp group (2.16), (score of 1 = most neurophobic, score of 5 = least neurophobic). Post teaching, neurophobia scores improved in both the control group (2.45) and the Neuroapp group (2.45).
Discussion and Conclusions: The e-learning tool (Neuroapp) is not inferior to conventional tutor led teaching for the learning of neurological localization in medical students. It appears that the Neuroapp has shown to reduce Neurophobia amongst medical students alongside with conventional teaching.
Take-home Messages: Developing E-learning tools is feasible and non-inferior with conventional teaching. Clinicians should consider further collaborations with developers to develop e-learning tools for students. #10FF ePosters - Technology Enhanced Learning 2
10FF04 (1064)
Date of Presentation: Wednesday, 28 August 2019
Time of Session: 0830-1015
Location of Presentation: Crystal Lounge, Level 1
Can Pharmacy Students Use Wikipedia as a Learning Resource? Assessment of 100 Entries on Chemotherapeutic Agents
AUTHOR(S):
Aya Alsharafi, King Saud University, Kingdom of Saudi Arabia (Presenter)
Samy Azer, King Saud University, Kingdom of Saudi Arabia
ABSTRACT
Background: Pharmacy students tend to use Wikipedia as one of their primary sources of knowledge for drug information. The aim of this work is to evaluate the accuracy of content and readability level of English Wikipedia entries on chemotherapeutic agents, using quality and readability tools.
Summary of Work: Using the British National Formulary (BNF-2018) and ClinicalTrials.gov we identified 188 chemotherapeutic agents. We randomly selected 100 drugs using Excel randomization program. Wikipedia was searched on the 3rd June 2018 for the selected 100 drugs and identified entries were printed out from Wikipedia. Entries were independently scored by the two researchers using modified DISCERN. The readability was calculated using an online instrument.
Summary of Results: The DISCERN scores had a median=24 (IQR=7.5). Of these 2% were of good quality (DISCERN 36-40), 38% were moderate (DISCERN 26-35), and 60% were poor (DISCERN 25 or less). The number of updates of entries varied from 2 to 905 (mean±SD= 209.5±189.6). Although the entries covered drug indications and side effects, there were deficiencies in routes of administration, contraindications, pharmacokinetics, and mechanisms of actions. The number of references varied from 2 to 150. Also, several problems were identified in the list of references and citations made in the articles. The readability had a mean±SD of 14.35±3.13; consistent with a readability level of college students.
Discussion and Conclusions: The Wikipedia entries on chemotherapeutic agents were not written for pharmacy students. While they matched expected readability level, they were incomplete and lacking important information.
Take-home Messages: Pharmacy students and course designers should be aware of the limitations of Wikipedia on chemotherapeutic agents. #10FF ePosters - Technology Enhanced Learning 2
10FF05 (1310) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1
Facebook page as a learning platform for video-based airway management education
AUTHOR(S): Ying Lin Tan, Shin Kong Wu Ho-Su Memorial Hospital, Taiwan (Presenter) Jui Shih Kao, Shin Kong Wu Ho-Su Memorial Hospital, Taiwan Chee-Fah Chong, Shin Kong Wu Ho-Su Memorial Hospital, Taiwan Li-Wei Lin, Shin Kong Wu Ho-Su Memorial Hospital, Taiwan Chen-Wen Lee, Dalin Tzu Chihospital, Taiwan Jiann Ruey Ong, Taipei Medical University Shuang-Ho Hospital, Taiwan
ABSTRACT
Background: New concepts, techniques, and devices make rapid progress of airway management in anesthesiology. Airway education is also crucial for other healthcare workers, including emergency physicians, surgeons, internists, nurses, medical students, and emergent medical technicians(EMTs). In Taiwan, airway training is less available for non-anesthesiologists and most healthcare workers are trained in advanced cardiac life support course only. We introduce a funny, creative and simulative method to effectively promote airway education. Summary of Work: We developed a Facebook page 'Crazy Airway Training Lab’ and created videos for spreading and sharing airway management education. From March 22, 2017 to January 28, 2019, 105 videos were released with 433946 Views, 8153 Likes and 2381 Shares. The Pearson correlation was 0.948 (p=0.000) between View and Like and 0.687 (p=0.000) between View and Share.70 (66.7 %) videos were for education and others were promotional videos. Airway skill demonstration, airway equipment application, and creative airway teaching were three types of educational videos and had the median view of 4074 [IQR 2180-6568], 5353[IQR 1761-10220] and 3143[1751-5156] per video respectively. Summary of Results: The highest view of videos was 'bag-valve mask with PEEP valve’ that had 60891 views. We connected a BVM attached with PEEP valve to an endotracheal tube with a glove. The glove simulating the lung demonstrated different suspend distension when adjusting PEEP level. This video demonstrated a simple way to teach the concept of PEEP during ventilation and show its effectiveness for medical education. Discussion and Conclusions: Adult learning process needs more motivate and attractive way to get involved. They have short attention span. Hence, lengths of time of the videos are within minutes, so we add fun, creation, and simulation into our airway education videos. People who review our videos are including EMTs, nurses, medical students, interns, residents and physicians from different specialty. It indicates practical clinical utility and the wide diversity of our airway education videos. Take-home Messages: Spreading and sharing short, creative and simulative videos via Facebook page is an effective way for continuing airway education. #10FF ePosters - Technology Enhanced Learning 2
10FF06 (1361) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1
Comparison between medical students' and medical postgraduates' perspectives on Artificial Intelligence (AI) in medical fields: a multi-center survey study
AUTHOR(S):
Pimpnipa Chaimongkonrojna, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand (Presenter) Patranit Nuntasilapachai, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand Nutnicha Pattanadee, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand Kullawan Chaichareonpong, Department of Family Medicine, King Prajadhipok Memorial Hospital, Chanthaburi, Thailand Jathurong Kittrakulrat, Khlung hospital, Chanthaburi, Thailand
ABSTRACT
Background: Recently, artificial intelligence (AI) has been introduced as potential innovation in medical field. Even though the impacts of AI in medical students have been studied, perspectives of general practitioners have not yet been analyzed. Since postgraduates have superior experiences compared to undergraduates, this study aims to compare the perspectives of medical students versus general practitioners regarding AI especially in a role of specialty preference. Summary of Work: In December 2018, an internet-based questionnaire composing of demographic data, interested medical fields and various aspects on AI using 5-item Likert rating scale was designed and distributed to medical students and postgraduates from sixteen medical schools in Thailand. Once raw data was gathered, a two tailed unpaired t-test was used to test whether AI impacts on specialty selection differed between medical undergraduates and postgraduates. Summary of Results: Of all 370 respondents, 324 were medical students and 46 were general practitioners. In total, the first three interested specialties were surgery, internal medicine and paediatrics, consecutively. The result showed that among medical students, 179 (55.25%) of them insisted that AI development would not change their choices of specialty (Mean = 2.46, SD = 0.50) similarly to 34 (73.91%) of postgraduates (Mean = 1.87, SD = 0.50) at p-value = 0.05. Discussion and Conclusions: Although AI would potentially revolutionize medicine in the foreseeable future, our study reveals that AI impacts on specialty selection did not differ among medical students and postgraduates. This could be explained by that most respondents considered AI as an adjunctive technology instead of medical personnel substitution. Take-home Messages: Overall, both medical undergraduates and postgraduates felt that AI would be a challenge in the near future. #10FF ePosters - Technology Enhanced Learning 2
10FF07 (1523)
Date of Presentation: Wednesday, 28 August 2019
Time of Session: 0830-1015
Location of Presentation: Crystal Lounge, Level 1
Mobile touch screen Eye Simulator to help students learn examination of External Ocular Muscles
AUTHOR(S):
Tim Wood, Western University of Health Sciences, USA (Presenter)
Sunami Chun, Western University of Health Sciences, USA
ABSTRACT
Background: Examination of the external ocular muscles begins with the clinician asking the patient to use their eyes to follow the clinicians fingers while a shape is outlined (an H shape or basic rectangle). Health professions students can easily mimic the examination movements and perform it competently on peers during practice and assessment sessions without actually being able to interpret the specific EOM deficits/pathologies.
Summary of Work: A 3D Eye Simulator was created using the Unity platform with the help of faculty primarily from the College of Health Sciences and the College of Optometry. The app was translated into iOS and Android versions for use on mobile devices with a touchscreen interface. The app was distributed to health professions students at Western University of Health Sciences during pre-clinical education.
Summary of Results: Students and faculty reacted favorably to the app and said it increased the amount of time they engaged with and studied the material. Students also indicated they would be likely to access the app during clinical training to help review the EOM exam and associated pathologies.
Discussion and Conclusions: The ability to reproduce specific EOM pathologies that a peer or standardized patient cannot reproduce is a powerful tool to aid students in the physical examination process of EOMs. It also gives them the opportunity carry the mobile device to clinic where they can continue to practice under relevant conditions and simulate findings they may see with patients to help further understand EOM pathologies.
Take-home Messages: Using an Eye Simulator on a touch screen mobile device increases the amount of time students spend engaging with and studying the EOM exam and increases the likelihood of understanding EOM pathology. #10FF ePosters - Technology Enhanced Learning 2
10FF08 (1606) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1
Digital scholarship: A pilot project for knowledge production in medical education in the digital age
AUTHOR(S): Pierre Drolet, Université de Montréal, Canada (Presenter) Ilian Cruz-Panesso, Université de Montréal, Canada Tanoubi Issam, Université de Montréal, Canada Julie Grandmaison, CAE, Canada Sebastién Arel, Université de Montréal, Canada Ahmed Moussa, Université de Montréal, Canada
ABSTRACT
Background: In the last ten years, social media have increased opportunities for creating healthcare virtual networks that support community-oriented dialogues. However, there is still a lack of consideration of what and how social media help participants to transcend the role of consumers to producers of content and knowledge of social networks. Understanding of these questions is the first step for conceptualizing new forms of producing knowledge and generating scholarship in a digital age. Summary of Work: We designed a theory-driven bundle of social web technologies with the purpose of promoting different levels of participation and knowledge building that go from understanding, comprehension, to analysis and creation. Facebook, Twitter, Linkedin, YouTube and Edmodo platforms were conjointly used to present a virtual community in medical education with innovative research, faculty development activities, and soon to come scholarly driven debates aimed at fostering social-media scholarship in simulation and medical pedagogy. Principles of communities of practice and active learning theories are at the base of the technology interaction framework that supports this initiative. Summary of Results: Alternative metrics, known as 'almetrics’, used to measure the impact of digital scholarship will be presented. These metrics focus on social media reach of scholarly works. This study will build upon reach measures such as pageviews and mentions on academic social sites, blogs, Facebook, Twitter. Regression analyses are used to identify which of these metrics correlate strongly with variables of active learning and community of practice such as knowledge building, knowledge sharing, and access to expertise. Discussion and Conclusions: In this paper, we argue that theory-driven social media pushes a reconceptualization of scholarship beyond traditional ways of creating knowledge. Take-home Messages: We contend that a new generation of social scholars pushes educators and learning designers to propose opportunities and tools for democratization of knowledge and democratized access to expertise. Difficulties for shifting from traditional to innovative ways of scholarship will be presented. More specifically, issues related to collaboration, copyright and standards for evaluating digital scholarship. #10FF ePosters - Technology Enhanced Learning 2
10FF09 (1706)
Date of Presentation: Wednesday, 28 August 2019
Time of Session: 0830-1015
Location of Presentation: Crystal Lounge, Level 1
Application of computer vision and artificial intelligence in clinical skill training
AUTHOR(S):
Ching-Ju Shen, Kaohsiung Medical University Hospital, Taiwan (Presenter)
ABSTRACT
Background: The maturation of a medical doctor takes not only acquiring textbook knowledge, but more importantly the ability of procedural competency and professionalism acquisition. Moreover, modern medical care involves an array of monitoring and imaging modalities to optimize disease management and patient safety. These factors make clinical skill training more essential than ever before. Effective learning requires proper and timely feedbacks during purposed practices, so that trainees can improve themselves each time. Although many simulators are available with the same aim, they are costly and specific to some surgical techniques, such as laparoscopy and endoscopy, which might not pertain to medical student's needs of basic clinical skills practice.
Summary of Work: To build a training program that integrates computerized visual analysis and artificial intelligence (AI). The program can provide assistance to trainers' existing teaching protocols or become a trainer itself with demonstration, evaluation and feedbacks if the trainees choose to learn independently. The study utilizes quasi-experimental design, where the two learning styles were led by 1 to 2 instructors in 10 sessions each for a total of 120 trainees. Structured interviews and questionnaires were given to both the trainees and the instructors to assess their thoughts about AI-assisted learning program and their preference between AI-assisted learning or traditional learning. In particularly, whether or not AI-assisted learning affects trainees' motivation and learning outcome is investigated; instructors' input about this AI- assisted learning program is also collected.
Summary of Results: The project investigates trainees' learning motivation, effectiveness and subjective perception about this novel learning model. This system facilitates personalized need of learning, and increased learners engagement, motivation, and independence.
Discussion and Conclusions: The technology influences the medical industry deeply and improves the way teachers run their classrooms. Using AI systems, students can learn independently and in relatively judgment-free environment. Educational programs powered by AI are already helping students to learn basic skills.
Take-home Messages: AI-assisted medical education is growing rapidly, it will likely offer students a much wider range of services. #10FF ePosters - Technology Enhanced Learning 2
10FF10 (2101)
Date of Presentation: Wednesday, 28 August 2019
Time of Session: 0830-1015
Location of Presentation: Crystal Lounge, Level 1
Ultrastructural images as interactive tools to increment cell biology learning
AUTHOR(S):
Paula Ludovico, School of Medicine, University of Minho, Portugal (Presenter)
Belém Sampaio-Marques, School of Medicine, University of Minho, Portugal
ABSTRACT
Background: Students are often asked to describe and to interpret textbook model cells and organelles representations misinterpreting the real structure as well as their spatial organization. In class study of cellular ultrastructure is demanding, but constitutes a major challenge for faculty, to find efficient and effective ways to impact on students' approaches to learning.
Summary of Work: The aim of this work was to develop an interactive class activity to promote student's comprehension on different types of cellular organization and also on cellular ultrastructure for the 1st curricular year medical students. For that, students in groups, about 5-6 students per group, are challenged with transmission electron microscopy (TEM) images. These images correspond to prokaryotic and eukaryotic cells and include different amplifications of diverse organelles. Students are requested to identify as much cellular structures as they can during 90 minutes. At the end, the groups shared and discussed with the entire course their findings concerning the type of cellular organization and cellular ultrastructure present in each image.
Summary of Results: Teacher's perception is that students get really excited by their own findings on the real cellular ultrastructure. Students refer that finally they understand the diversity and spatial structure of cells and this is challenging way to understand cell biology.
Discussion and Conclusions: The introduction of students to TEM images is suggested to promote student's motivation and learning of cellular ultrastructure anatomy. This type of activity seems to improve educational efficiency, promoting critical and creative thinking, and incrementing the cell biology learning.
Take-home Messages: This interactive activity allows demystifying the common representative cell schemes and inter-organelles relationships and spatial organization. Students are able to learn with this in class interactive activity the diversity of intracellular organization that is often lacking in the textbooks. #10FF ePosters - Technology Enhanced Learning 2
10FF11 (2920) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1
YouTube Videos as a Tool for Faculty Development in Medical Education: A Learning Analytic Overview
AUTHOR(S): Mohammed Hassanien, Fakeeh College for Medical Sciences, Saudi Arabia (Presenter) Rasha Ahmed Aboukamer, King Abdulaziz University, College of Medicine, Medical Microbiology and Parasitology Department of Biology, Saudi Arabia
ABSTRACT
Background: Faculty development (FD), has become an increasingly important component of medical education. The use of online tools offers many advantages for faculty development, and can help overcome the numerous obstacles that challenge classic educational activities.Video-based lectures (VBLs) are one of the tools of online learning.The aim of this study was to describe the author's experience in developing VBLs to be used as a tool for faculty development by using Learning Analytics (LA) which is the metadata provided by YouTube, which was the sharing platform used for the author's videos. Summary of Work: A total of 19 VBLs relevant to the education of healthcare professionals was produced with the software program ScreenFlow.The collected and analyzed data consisted of viewership data, descriptive and data related to viewers' engagement. For evaluating audience retention and measuring how well videos maintained viewer attention, the following information was included :average view duration for all videos on the channel, the average percentage viewed of each video,and the final audience retention. Summary of Results: Both the demographic and descriptive data revealed an acceptable level of accessibility of VBLs. Regarding viewers' engagement, the total number of videos' likes,shares, and comments, which are 203,215 and 21 respectively. In terms of the audience retention data,the longest video, had the lowest final audience retention,while the shortest video,had the highest final audience retention. Discussion and Conclusions: LA facilitates the evaluation of the acceptability, accessibility, and audience retention of VBLs, the number of views reflects the acceptability,the number of likes/dislikes and shares reflects audience engagement. Average view duration,average percentage viewed, and final audience retention are indicators of audience retention. Finally,it appears that the length of VBLs has a profound effect on AR, as shorter VBLs are associated with greater AR, and vice versa. Take-home Messages: VBLs can be considered a valuable tool for faculty development in medical education that effectively overcomes many common challenges related it. A variety of software programs and applications are available that facilitate the process of VBL production, with accessibility of many video-sharing platforms, such as YouTube. LA is an emerging and effective method of quantitatively evaluating VBLs.Synchronous interaction with speaker should be considered in VBLs to enhance its effectiveness and improve the AR. #10FF ePosters - Technology Enhanced Learning 2
10FF12 (3114)
Date of Presentation: Wednesday, 28 August 2019
Time of Session: 0830-1015
Location of Presentation: Crystal Lounge, Level 1
Ultrasound: the future of anatomy teaching?
AUTHOR(S):
Rosie Conroy, School of Medicine, University of Central Lancashire, UK (Presenter)
Gerard Browne, School of Medicine, University of Central Lancashire, UK
Nasir Hameed, School of Medicine, University of Central Lancashire, UK
Andrew Ginty, School of Medicine, University of Central Lancashire, UK
ABSTRACT
Background: Ultrasound imaging is increasingly being introduced into the undergraduate medical curriculum to support the learning of clinical anatomy (Wakefield, et al., 2018). The best approach and the extent to which ultrasound teaching should be integrated throughout the undergraduate curriculum in the UK is widely debated ( (Wakefield, et al., 2018) (Walrod, et al., 2018)). It is well recognised that there is an increasing need for foundation doctors to be proficient in the skill of ultrasound. Could the introduction of ultrasound within gross anatomy teaching provide a way to give medical and healthcare students fundamental ultrasonography skills that will enhance their clinical examination skills and will be of benefit post-graduation?
Summary of Work: In this eposter we set out to examine the evidence base supporting the use of ultrasound imaging as part of routine undergraduate medical teaching and from this to examine if there is a role for this technology in teaching anatomy to early years medical students.
Summary of Results: We will present our school's strategy to integrate ultrasound imaging into early year's anatomy teaching. In doing this we will examine 5 key factors from current literature which are integral in aiding successful implementation of ultrasound as an adjunct technology to the current anatomy sessions (Wakefield, et al., 2018) (Walrod, et al., 2018).
Discussion and Conclusions: We anticipate that incorporating ultrasound into anatomy teaching for early year students will enhance their applied knowledge, interest in imaging and diagnostic confidence as well as providing an introduction to fundamental imaging skills. However, with the ever-increasing demands on students to be competent in a diverse range of subjects in years one and two of the course, we should be mindful that there is the potential to overburden learners.
Take-home Messages: The integration of ultrasound imaging as part of anatomy teaching and learning offers an opportunity to enhance anatomical education and build imaging skills for undergraduate students. #10FF ePosters - Technology Enhanced Learning 2
10FF13 (2824) Date of Presentation: Wednesday, 28 August 2019 Time of Session: 0830-1015 Location of Presentation: Crystal Lounge, Level 1
Interdisciplinary Learning Curriculum in Making a Virtual Reality Game for Daily Lives Training in Children with Autism Spectrum Disorder
AUTHOR(S):
Chung Pei Fu, Fu Jen Catholic University, Taiwan (Presenter) Chih Chia Wang, Department of Family Medicine, Tri-Service General Hospital, National Defense Medical Centre, Taiwan
Chia Ting Su, Department of Occupational Therapy, College of Medicine, Fu Jen Catholic University, Taiwan
ABSTRACT
Background: The interdisciplinary learning is an approach that integrates multiple disciplines to solve a problem. The purpose of this study was to develop an interdisciplinary learning curriculum for the students of the department of occupational therapy (OT) and the students of the department of information management (IM), and to examine the qualitative and quantitative learning outcomes. Summary of Work: We developed a 5-stage, 18-week, interdisciplinary learning curriculum. Nine students of OT and four students of IM participated in this curriculum. The theme of this curriculum was to integrate the knowledge of OT and IM, and to make a virtual reality (VR) game for daily lives training in children with autism spectrum disorder (ASD). In the professional development stage, 6 weeks, the students of OT reviewed the literature and wrote VR game scripts for the daily lives training in children with ASD. The students of IM learned to make a VR game by using Unreal engine. In the interdisciplinary teaching and learning stage, 2 weeks, the students shared the professional knowledge to those of the other department by using oral presentation and discussions. In the team building stage, 1 week, students of the two departments built a team. In the interdisciplinary collaboration stage, 8 weeks, all the students cooperated to make a VR game for daily lives training in children with ASD. In the final presentation stage, 1 week, students took the VR game to participate in the competition. Summary of Results: Most of the students thought that this curriculum increased the learning motivation (77.8%) and the practical experiences (88.9%) . They reported that this curriculum improved their active learning, critical thinking, collaboration, creativity, innovation, and problem-solving abilities. The students of IM thought that their technology could be applied to medical fields. The students of OT thought that their dreams of making a VR game for daily lives training in children with ASD could be come true. Their VR game also got the first prize of the 2017 International ICT Innovative Services Awards. Discussion and Conclusions: The interdisciplinary learning increased students' active learning, critical thinking, collaboration, creativity, innovation, and problem-solving abilities. Take-home Messages: The interdisciplinary learning is a helpful strategy in medical education. #10FF ePosters - Technology Enhanced Learning 2
10FF14 (566)
Date of Presentation: Wednesday, 28 August 2019
Time of Session: 0830-1015
Location of Presentation: Crystal Lounge, Level 1
Eyes cannot see what the mind doesn't know: Tracking perceptive errors among the radiology trainees
AUTHOR(S):
Dinesh Chinchure, Khoo Teck Puat Hospital, Singapore (Presenter)
ABSTRACT
Background: Errors in medical practice are a known and important cause of patient harm. Imaging studies are an ever increasing tool to help clinician arrive at correct diagnosis. Thus incorrect image interpretation also accounts for these diagnostic errors. Regular review and discussion of these errors is an important quality improvement strategy.
Summary of Work: The audit of independently reported imaging studies by radiology trainees was performed in our department periodically. The errors were classified as major or minor error based on its potential to affect patient management. The errors were also broadly classified as perceptive errors and cognitive (interpretive) errors. Perceptive errors are discussed in this presentation with illustrations and examples.
Summary of Results: During the audit, errors were noted and classified. Perceptive errors are commoner among trainees. Feedback was given to the trainees to close the loop and additional training was organized if necessary. The error rates for trainees were tracked. If any particular learning issues are identified, focused teaching was arranged and training curriculum was modified accordingly. Discrepancy meetings where discussion of these anonymized cases where errors had happened were well attended and liked by all the staff.
Discussion and Conclusions: Errors of perception occurs when an abnormality on image is not noticed by reporting radiologist during the first interpretation. This is more common among radiology trainees in the initial phase of training when 'the eyes fail to see what the mind doesn't know' due to lack of adequate knowledge. Errors of perception can also occur in senior radiologists due to other causes such as fatigue and 'satisfaction of search'. Discrepancy meeting where errors are presented and discussed anonymously is an effective tool to improve performance and well-liked by all.
Take-home Messages: Perceptive errors are common especially in early years of training. Periodic audit and review, not only helps an individual trainee to improve his/her performance but also rest of the radiologists to learn from others mistakes. Thus audit and discrepancy meetings are effective quality improvement strategies and overall help to improve patient outcome.