Journal of the International Association of Medical Science Educators Volume 19 Number 2 2009 Mock Malpractice Trial Format for Teaching The Case of the “Disruptive Learner” Effective Teaching of Biostatistics and Epidemiology Change in Laptop Computer Use over Time Attitudes toward Technology Enhanced Integrated Medical Curriculum IAMSE on the Web ISSN: 1550-8897 www.iamse.org The Journal of the International Association of Medical Science Educators Volume 19 Number 2 2009 • MESSAGE FROM EDITOR-IN-CHIEF Uldis N. Streips, Ph.D., Editor-in-Chief, JIAMSE…………………………………… 35 LETTER TO THE EDITOR • RESPONSE TO “BETWEEN GOD AND MAN: A STUDENT’S DILEMMA” Edward C. Halperin, M.D, M.A……………………………………………………….. 36 • MEDICAL EDUCATOR’S RESOURCE GUIDE John R. Cotter, Ph.D……………………………………………………………………. 37 INNOVATION • A PROCESS FOR THE DEVELOPMENT OF CORE OBJECTIVE GUIDELINES FOR TEACHING MEDICAL MICROBIOLOGY AND IMMUNOLOGY S. James Booth, Ph.D., Louis Justement, Ph.D., Gene Burges, M.D., 39 Ph.D., Floyd Knoop, Ph.D…………………………………………………………….. • MOCK MALPRACTICE TRIAL FORMAT TESTS STUDENTS’ CLINICAL CASE PRESENTATION SKILLS Darshana Shah, Ph.D., A. Betts Carpenter, Ph.D…………………………………… 41 MEDICAL EDUCATION CASE STUDY • THE CASE OF THE “DISRUPTIVE LEARNER”: A SMALL GROUP FACILITATOR’S NIGHTMARE Jack R. Scott, Ed.D., MPH…………………………………………………………….. 43 COMMENTARY • TECHNIQUES FOR EFFECTIVE TEACHING OF A MEDICAL SCHOOL COURSE ONBIOSTATISTICS AND EPIDEMIOLOGY Bart K. Holland, M.P.H., Ph.D., Marian R. Passannante, Ph.D…………………… 48 20 SHORT COMMUNICATION • CHANGE IN LAPTOP USE OVER 4 YEARS; AN INDICATIVE STUDY AT LEIDEN MEDICAL SCHOOL Peter G.M. de Jong, Ph.D., Jan H. Bolk, M.D., Ph.D……………………………….. 53 ARTICLES • FACULTY AND STUDENT ATTITUDES TOWARDS AND USE OF TECHNOLOGY IN A TECHNOLOGY ENHANCED INTEGRATED MEDICAL SCHOOL CURRICULUM Anthony M. Paolo, Ph.D., Giulia A. Bonaminio, Ph.D., Michael Karr, B.FA., 58 James L. Fishback, M.D., Amal Latif, M.S., Glendon G. Cox, M.D……………….. Message from Editor-in-Chief Uldis N. Streips, Ph.D. Editor-in-Chief Hello all JIAMSE readers! We are now in the second issue of volume 19 of the Journal. As we have started this year, all publications are represented in this issue. I hope the information will be useful for you at your school and in the job you do. I always pick up something I can do better in the course I direct from reading the material submitted to JIAMSE. I urge you all to think about educational research. Many medical schools are utilizing educators extensively, whose tenure and promotion depends on a portfolio of publication and presentation. Our journal review system is very user-friendly and lots of help is available for the authors from our tireless editorial board. Our production editor, Marshall Anderson, is also superb and your work will be published in the best format possible. All our published material, including Letters to the Editor is peer- reviewed thoroughly. So, I wish you all good reading, good application of the ideas you read about, and I look forward to the manuscripts you will be sending my way. Uldis N. Streips, Ph.D. Editor-in-Chief JIAMSE © IAMSE 2009 Volume 19 2 35 LETTER TO THE EDITOR Response to “Between God and Man: A Student’s Dilemma” Edward C. Halperin, M.D, M.A. Dean University of Louisville School of Medicine Louisville, KY 40292 USA Phone: (+)1-502-852-1499 Fax: (+)1- Email: [email protected] There are multiple interesting ways where religion and medicine intersect. These range from the role of faith traditions in medical decision-making, theological medical ethics, randomized clinical trials of intercessory prayer, and the religious needs of healthcare providers and students. The case before us concerns accommodation and advocating for a Muslim medical student who seeks to observe his faith traditions including religious holidays, fasts, and daily prayer. In my opinion, it is important for medical students to learn to address problems such as the one described in “Between God and Man” in a thoughtful and respectful fashion. To this end, we have created a new mandatory course for second-year medical students at the University of Louisville entitled “At the Intersection of Religion and Medicine.” Through case presentations, panel discussions, and correlative readings, we address issues such as the one raised in this case. There are, of course, many examples of the “student’s dilemma” beyond that of the Muslim student. These include observant Jewish students who wish to wear a skull cap, the wearing of head coverings by Muslim female medical students, practical difficulties related to the desire of Muslim or Jewish students to have Halal or Kosher food, the need of students of various faith traditions to observe their religious holidays (the differing dates for Christmas, for example, between the Roman Catholic and Protestant traditions and the Eastern Orthodox traditions). One must, or course, be respectful of the diverse faith traditions of medical students. Ultimately, however, our young Muslim student will come to appreciate the primacy of the patient’s needs and will have to adapt his faith observation to patient care. In the same way that some religious-based hospitals have sought in the past to attract house officers by accommodating their religious needs, I think it is very likely as the United States becomes an increasingly diverse society that we will see internship and residency programs designed to meet the needs of the observant Muslim student. JIAMSE © IAMSE 2009 Volume 19 2 36 The Medical Educator’s Resource Guide John R. Cotter, Ph.D. This issue of the Medical Educator’s Resource Guide introduces us to websites concerned with embryology, the inner ear, radiology and eponyms. Besides providing mini lessons on several aspects of embryological development, the developer of Human Embryology Animations, Dr. Valerie O’Loughlin, uses pre- and posts-tests to measure learning and a survey to evaluate the effectiveness of the instructional content and the animations used in the lessons. Participation in the practice tests, the post-tests and the survey is entirely anonymous and not required by the author. It should be noted that the use of Lieberman’s eRadiology is strictly limited by the terms and conditions set forth by the author. The restrictions serve as a reminder that a website cannot always be used freely even when the user only wishes to use the site or some aspect of the site for educational purposes. The intent of Who Named It? is to provide background information on the men and women in science and medicine for which diseases, anatomical structures, tests and so on are named. Thus far, the website reports having over eight thousand eponyms, and with time, the number of entries is expected to nearly double. Dr. Dennis Freeman has produced an outstanding and Human Embryology Animations. Indiana University. accessible visualization and explanation of the sensory cells in the inner ear and their response to sound. The website presents microscopic video images and animations of http://www.indiana.edu/~anat550/embryo_main/index.html cochlear and cochlear hair cell movement as well as lucid text, electron microscope images, and diagrams. The Indiana University website on human embryology Stroboscopic microphotographs of the inner ear while contains computer animations that reconstruct the sequence stimulating the ear with sound are combined in sequence to of events involved in the embryological development of the produce brief video clips. The site includes images and heart, the gastrointestinal tract, and the head and neck diagrams of the hair cell and its stereocilia, with a regions of the body. The authors also plan to extend the site description of their dimensions, physiological function, and to include animations of limb and urogenital system the experimental method used including the use of optical development. The website’s visual depiction of embryology sectioning. Most outstanding are the animations of cochlear is accompanied by a concise narrative. One drawback to the micromechanics and videos of hair cell movement. The site is that it does not address all of the areas of embryology author describes the videos as the first such images of hair or congenital anomalies of the topics included in the site. cell and tectorial membrane responses. Illustrations range The development of specific areas, e.g., the development of from the macroscopic to the membrane level. The author is a the parts of the heart, is illustrated with individual professor of electrical engineering, but the site is useful for animations. The website features quizzes that test basic science instructors and students in physiology, knowledge before and after viewing the animations. The neuroanatomy, and neurobiology. The images and videos brevity of the animations and an element of user control, i.e., can be assigned for self-study or inserted in PowerPoint the ability to pause and rewind the animations, encourage presentations of the structure and physiology of the ear and multiple viewings and therefore enhance comprehension of its component parts. (Reviewed by Robert Lavine, Ph.D., The the material. The imagery combined with a variety of George Washington University School of Medicine and viewing angles provides a 3-dimensional view of Health Sciences.) development. (Reviewed by Basem Attum, M.S., University of Louisville Medical School.) Lieberman’s eRadiology. Harvard Medical School. http://eradiology.bidmc.harvard.edu/ Introduction to Cochlear Mechanics. This website offers a comprehensive guide to learning radiology applicable to the clinical setting. Though the content is distinctly geared toward use by medical students http://umech.mit.edu/hearing/intro/intro.html and residents, anyone with a basic understanding of anatomy/radiology would find this site useful. In the JIAMSE © IAMSE 2009 Volume 19 2 37 Primary Care Radiology section, case-based problems are presented in an easy Q and A format allowing the user to make interactive patient workup recommendations.