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E-learning innovations for the education of general practitioners at the Bavarian Virtual University (BVU) – a model for other countries

Identyfikatory
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
The Bavarian Virtual University (BVU) offers resources to develop and implement e-learning courses and allows open access to information and provides the capacity to share information. Students of Bavarian universities can participate easily in these courses. Thus, the barriers to enter a university are now much lower. E-learning will be supported by the use of the learning and authoring software CASUS. It optimises the creation of virtual patients and guarantees a common standard and a high quality throughout the whole e-learning course. Methods: This paper describes the application process of proposals at BVU and the development process of online courses with CASUS using the example of “General Practice”. The conceptual structure of the program and its specific rationale is presented herein. In addition, the number of participating students is analysed when the online course is integrated in the curriculum or when it is not. Results: The e-learning course General Practice includes a total of 48 scenarios. They focus on the heuristics in General Practice of prevention and primary care. If the online courses are integrated in the curriculum, the number of students participating in e-learning courses increases. The integration of virtual patients (VPs) into practical training may improve the perceived benefit. Probably, there is no need for examinations to prove students’ knowledge if they can apply contents in the practical training. To answer this question, an evaluation of students’ and teachers’ perspective is needed. In addition, it is challenging to define one level of education for students of different universities. Hence, new methods are needed to develop and evaluate generally accepted standards that fit all participating universities and their students. Conclusions: The application of proposals at BVU and creating VPs with the learning and authoring system CASUS can be highly recommended to other universities, as well as the establishment of organisations like BVU in other countries.
Rocznik
Strony
107--111
Opis fizyczny
Bibliogr. 21 poz., tab.
Twórcy
autor
  • Klinikum der Universitat Munchen, Insitut fur Allgemeinmedizin, Pettenkoferstr. 8a, 80336 Munich, Germany
autor
  • Klinikum der Universitat Munchen, Institut fur Allgemeinmedizin, Munich, Germany
autor
  • Technische Universitat Munchen, Institut fur Allgemeinmedizin, Munich, Germany
autor
  • Technische Universitat Munchen, Institut fur Allgemeinmedizin, Munich, Germany
  • Klinikum der Universitat Munchen, Institut fur Allgemeinmedizin, Munich, Germany
  • Hochschule fur angewandte Wissenschaften Coburg, Bereich Gesundheitsforderung, Coburg, Germany
autor
  • Hochschule fur angewandte Wissenschaften Coburg, Bereich Gesundheitsforderung, Coburg, Germany
autor
  • Klinikum der Universitat Munchen, Institut fur Allgemeinmedizin, Munich, Germany
Bibliografia
  • 1. Asarbakhsh M, Sanders J. E-learning: the essential usability perspective. Clin Teach 2013;10:47–50.
  • 2. Ruhl P. Landesweite hochschulubergreifende Online-Lehre – die erfahrungen der virtuellen Hochschule Bayern, 2010.
  • 3. Ruhl P. Why (and how) traditional universities profit from cooperation in online-teaching. In: European Association of Distance Teaching Universities (EDATU), editor. Proceedings. The open and flexible higher education conference 2013. Transition to open and on-line education in European universities. Heerlen, Netherlands, 2013:336–49.
  • 4. McKimm J, Jollie C, Cantillon P. ABC of learning and teaching. Web based learning. Br Med J 2003;326:870–3.
  • 5. Shyu FM, Liang YF, Hsu WT, Luh JJ, Chen HS. A problem-based e-learning prototype system for clinical medical education. Stud Health Technol Inform 2004;107:983–7.
  • 6. Davis D, Thomson MA, Oxman AD, Haynes RB. Changing physical performance. A systematic review of the effect of continuing medical education strategies. J Am Med Assoc 1995;1043–51.
  • 7. Davis D, Galbraith R. Continuing medical education effect on practice performance. Chest 2009;135:42S–8S.
  • 8. Robson J. Web-based learning strategies in combination with published guidelines to change practice of primary care professionals. Br J Gen Pract 2009;59:104–9.
  • 9. Schneider AT, Albers P, Muller-Mattheis V. E-learning in urology: implementation of the learning and teaching platform CASUSR – Do virtual patients lead to improved learning outcomes? A randomised study among students. Urol Int 2015;94:412–8.
  • 10. Wong G, Greenhalgh T, Pawson R. Internet-based medical education: a realist review of what works, for whom and in what circumstances. BMC Med Educ 2010;10:12.
  • 11. Cook DA, Levinson AJ, Garside S. Instructional design variations in Internet-based learning for health professions education: a systematic review and meta-analysis. Acad Med 2010;85:909–22.
  • 12. Gormley GF, Collins K, Boohan M, Bickle I, Stevenson M. Is there place for e-learning in clinical skills? A survey of undergraduate medical students’ experience and attitudes. Med Teach 2009;31:e6–12.
  • 13. Cook DA, Levinson AJ, Garside S. Internet-based learning in the health profession: a meta-analysis. J Am Med Assoc 2008;300:1181–96.
  • 14. Fischer MR, Schauer S, Grasel C, Baehring T, Mandl H, Gartner R, et al. Modellversuch CASUS: ein computergestutztes autorensystem fur die problemorientierte lehre in der medizin. Z Arzti Fortbild 1996;90:385–9.
  • 15. Fischer MR. CASUS – an authoring and learning tool supporting diagnostic reasoning. In: Dartwyler Ch, editor. Use of computers in medical education (part II). (Zeitschrift fur Hochschuldidaktik 1/2000), 2000:87–98.
  • 16. CASUS - In.struct. http://www.instruct.de/?q=en. Accessed: 28Month, 2015.
  • 17. Law P, Perryman LA, Law A. Open educational resources for all? Comparing user motivations and characteristics across the Open University’s iTunes U channel and Open-Learn platform. In: Open and Flexible Higher Education Conference 2013, 23–25 October 2013, Paris: European Association of Distance Teaching Universities (EADTU), 2013:204–19.
  • 18. Cook DA. The research we still are not doing: an agenda for the study of computer-based-learning. Acad Med 2005;80:541–8.
  • 19. Hege I, Ropp V, Adler M, Radon K, Masch G, Lyon H, et al. Experiences with different integration strategies of case-based e-learning. Med Teach 2007;29:791–7.
  • 20. Edelbring S, Brostrom O, Henriksson P, Vassilou D, Spaak J, Dahlgren LO, et al. Integrating virtual patients into courses: follow-up seminars and perceived benefit. Med Educ 2012;46:417–25.
  • 21. Berman N, Fall LH, Smith S, Levine DA, Maloney CG, Potts M, et al. Integration strategies for using virtual patients in clinical clerkships. Acad Med 2009;84:942–9.
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-d86e26ae-dec5-40b0-985a-316c28ac54dd
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