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4 Bio-Algorithms and Med-Systems

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MedBiquitous Europe and its role in improving technology standards for medical and healthcare education

100%

Balasubramaniam C. , Smothers V.

Bio-Algorithms and Med-Systems

2010

tom Vol. 6, no. 11

7--8

Healthcare educators face common challenges in their work to educate and assess healthcare students and practicing professionals. Yet it is often difficult for healthcare educators to share learning resources and information with one another in the current fragmented environment of healthcare education. MedBiquitous was founded to address those problems. Founded by Johns Hopkins Medicine in and leading professional medical societies, MedBiquitous is a not-for-profit, international group of professional medical and healthcare associations, universities, commercial, and governmental organizations dedicated to advancing healthcare education through technology standards that promote professional competence, collaboration, and better patient care. MedBiquitous is accredited by the American National Standards Institute (ANSI) to develop information technology standards for healthcare education and competence assessment [1].

Repurposing existing virtual patients; an Anglo-German case study

80%

Balasubramaniam C. , Poulton T. , Huwendiek S.

Bio-Algorithms and Med-Systems

2009

tom Vol. 5, no. 9

91--98

Virtual Patients (VPs) are expensive to make from scratch. An attractive solution is to take those from one institution and transfer them to another. However, is it educationally feasible to simply translate the language of a VP from one country to another? The Repurposing Existing Virtual Patients (REViP) project between St George's, University of London and the University of Heidelberg has repurposed and content-enriched existing German VPs to English language, culture and pedagogy. These VPs were then embedded, tested and evaluated as core components within the paediatrics module and then ultimately made open to the wider community for free. The project has confirmed that repurposing and enriching is an effective way to share and reuse VPs as opposed to creating from scratch. However, much care should be taken to make the VPs suitable for the educational needs of the student, in their local context. This case study explores how the project was implemented and highlights the key outputs and conclusions.

Needs analysis for virtual patients: a report from the eVIP project

80%

Davies D. A. , Balasubramaniam C. , Huwendiek S. , de Leng B.

Bio-Algorithms and Med-Systems

2009

tom Vol. 5, no. 9

29--34

The eViP Programme has conducted a survey on the current use of virtual patients across the EU and the wider global community. A total of 216 respondents have given feedback on the current and potential future use of virtual patients, including different educational settings and scenarios within which virtual patients have been used. Data has been gathered on different business models for access to a repository of virtual patients. The broad demographic profile of respondents has been gathered to help analyse these data in context. This report will be of use to those considering a virtual patient approach in their curricula, as well as providing a snap-shot of the current good practice in this area. It is planned to release an updated version of this survey in 2010 towards the end of the eViP Programme so that changes in opinion and implementation of a VP approach can be reviewed.

Mobile Moodle: A mobile extension to the Moodle virtual learning environment

70%

Krishnan S. , Ramluchumun N. , Balasubramaniam C. , Poulton T. , Malikowski S.

Bio-Algorithms and Med-Systems

2010

tom Vol. 6, no. 11

93--97

The advent of mobile technologies has created opportunities for delivery of learning via devices such as PDAs, mobile phones, laptops, and PC tablets. Collectively, this type of delivery is called mobile learning (m-learning). While m-learning can be thought of as a subset of e-learning (which is web-based delivery of content and learning management), the emerging potential of mobile technologies tends to indicate that m-learning, while mostly situated within the e-learning framework, also has links directly to the “just enough, just in time, just for me” model of flexible learning, and is therefore just one of a suite of options that can be adapted to suit individual learning needs (Peters K1, 2007). The aim of this St George’s University of London project is to develop mobile learning for mainstream education and training, the implementation of which entirely depends on the framework, mobile device and the technology adopted in delivering the content. This paper reflects on various stages in the implementation of a mobile learning system at St George’s. The study includes a detailed analysis of a mobile learning system which can be integrated to the existing e-learning system used at the University.