MEDICAL E Learning

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MEDICAL E Learning

• Dr. V. Balasubramanyam
• DomainCosultant Medical E Learning
• Professor,Dept of Anatomy
• St. Johns Medical College, Bangalore 560034
• balvbs_at_yaho.com
• 9379258593

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Learning best
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E-Learning

• A learning process in which learners can
  communicate with their instructors and their
  peers, and access learning materials, over the
  internet or other computer networks

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Blended Learning
Combining computer based learning with instructor
led training
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E Learning

• Computer assisted Teaching Online learning
• Computer assisted teaching
• Computer supervised learning and evaluation
• Distributed learning
• Web based learning

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3 broad types

• Computer Aided Instruction
• Virtual Patients
• Human Patient Simulation

Based on complexity, degree of realism and cost
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Computer-Aided Instruction

• Limited physical interactivity
• Limited fidelity

• Useful for visualizing complex processes
• Independent exploration of complex phenomena
• Easy access
• Relatively low-cost of production

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Virtual Patients

• Limited physical interactivity
• Limited fidelity
• High production costs

• Encompasses multiple aspects of clinical
  encounter
• Longitudinal and multidisciplinary care lessons
• Easy to use
• Readily customized

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Human Patient Simulation

• Cost and space requirements
• Limited to simulator and staff availability
• Engineering limitations

• Immersive, active experiences
• Engages emotional and sensory learning
• Fosters critical thought and communication
• Animates basic science in clinical context

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Multimedia Assisted Learning

• Text, colour stills, 2d and 3d animations, audio
  and video

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Colour Stills

• Concept of layers - Adobe photoshop slide

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Power of Animations

• 2d vs 3d flash vs Maya
• Quality
• Clarity and meaning
• Cost
• Necessity
• 4d
• Haptics

Demos
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A Note on Animation

• 2D
• Allow the students to visualize complex concepts
  and structural designs - enhance understanding
  and sharpening their doctoring skills.

• a 2d animation is worth a million words

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Reusable learning objects

• A self contained chunk of media ingredients
  designed to support one or more learning
  objectives.
• Components
• Text
• Colour stills
• Media files audio, video, 2d and 3d animations
• Web links

Demo - Cleavage
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RLU ( DLU )

• These can be further assembled to build much
  larger educational materials like lessons,
  modules and courses

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THINK BREAK

• 2 3 minute interactive learning experiences
  delivered to learners in an ongoing, just in time
  basis. Requires not just reading but makes the
  learners to investigate, explore, and experiment
  with new information.
• A highly interactive experience in a short amount
  of time
• Motivates the student and content retention will
  increase

Demo Pyramidal System
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• Powepoint demo of head and neck
• Flash demo ul

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E Learning Components

• Distance learning
• Computer assisted learning on standalone systems

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Blended Learning

• Combining computer based learning with instructor
  led training

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Multimedia assisted learning

• Text, colour stills, 2d and 3d animations, audio
  and video

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Colour Stills

• Concept of layers - Adobe photoshop slide

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3d
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Interactivity the key to learning

• Demo Cerebrum

Demo biochem interactive
IVF
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Reusable learning objects

• A self contained chunk of media ingredients
  designed to support one or more learning
  objectives.
• Components
• Text
• Colour stills
• Media files audio, video, 2d and 3d animations
• Web links

Demo - Cleavage
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(No Transcript)
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Multimedia an audio visual treat

• Students will
• Remember to remember
• Forget to forget

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Virtual Reality

• Used to create knowledge building experiences
  that facilitate the comprehension of complex 3D
  objects e.g.human anatomy
• Visible Human Project of the National Library of
  Medicine (Helene Hoffman and Dzung Vu 1997).
• Virtual reality is predicted to be the teaching
  tool of the twenty first century.

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Virtual reality

• It is believed that these virtual reality
  encounters, in combination with live patients
  could increase the depth and breadth of learners
  exposure to medical problems, ensuring uniformity
  of training experiences and enhancement of
  acquisition of clinical skills. E.g. virtual
  endoscopy, virtual bronchoscopy

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Augmented Reality

• modified version of virtual reality -uses
  specially equipped transparent glasses to enable
  a see through display of the real world combined
  with supplementary information provided from
  computer generated images of data, diagrams,
  animation and video.
• E.g.accurate representation of fetal position
  using fetal ultrasound.

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Augmented Reality

• The objective of clinical simulations is to
  create high fidelity virtual humans that provide
  realistic organ deformation and bleeding of
  tissues, allow realistic surgical interactivity
  and give tactile feedback (Helene Hoffman and
  Dzung Vu 1997).

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Teacherless teaching systems

• The only teacher in some dept.
• Learner centric customized teaching modules
• Supplementary teaching system
• Blended teaching

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• Two components
• Information Gathering and presenting Strong
  role for computers
• Skill acquisition Strong and exclusive role for
  teachers.
• Decision support systems Computers can be of
  great help

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Student response system

• Kathryn Roy
• This feedback linked interactive teaching is
  possibly an early break from the monotony of
  passive lectures.
• It also helps the lecturer to device appropriate
  corrective teaching then and there.

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Passive to active learning

• Learning by doing is better than learning by
  listening.
• Decision making is the most important and
  ultimate skill for the medical student and this
  is the foundation for his medical career.
• E-Learning is an effort to enable this.

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• Intelligent tutoring systems Automated and
  customised teaching software based on pedagogical
  principles
• Learner fatigue and the role of e-learning in
  removing it One technique is called THINK
  BREAK