Technology-Enhanced Learning and Assessment in Health Professions Education
Attend via UMConnect recording of the seminar, or subscribe to the podcast or vodcast.
Students in the health professions must develop proficiency in diagnosis and treatment, motor skills, and communication with clients. Educators in the health professions have long been at the forefront of developing authentic assessment instruction and assessment activities that best prepare students, and measure their preparedness, for success in the real world. This year’s TEL Grant Program featured four projects from colleges in Academic Health.
Panelists will discuss their own technology-enhanced learning and assessment activities created for future veterinarians, family physicians, and surgeons:
- Ann Van Heest, Orthopaedic Surgery, is using interactive animations to test students on making the proper paths of incisions for surgery and audio recording and speech tools for authentic assessments.
- Thomas Fletcher, Veterinary and Biomedical Science, is developing a Flash-based tool to help students practice reading and analyzing diagnostic images.
- Joseph Brocato and Suzanne Hecht, Family Medicine, are developing a combination of video vignette and branching simulation to test proper assessment of athletes who may have suffered a concussion.
- Rebecca McComas and Christina Clarkson, Veterinary and Biomedical Sciences, have developed similar simulations to test the communication skills of future veterinarians.
Seminar
Wednesday, April 8, 2009, 12:00-1:30 p.m.
402 Walter Library
Attend via UMConnect, or subscribe to the podcast or vodcast.
Moderator: Kurtis Scaletta, OIT, TC
Panelists: Ann Van Heest, Orthopaedic Surgery, Medical School, Twin Cities • Thomas Fletcher, Veterinary and Biomedical Science, College of Veterinary Medicine, Twin Cities • Joseph Brocato and Suzanne Hecht, Family Medicine and Community Health, Medical School, Twin Cities • Rebecca McComas, Veterinary and Biomedical Sciences, College of Veterinary Medicine, Twin Cities
Readings
Cook, David. A., and Triola, Mark M. “Virtual Patients: A Critical Literature Review and Proposed Next Steps.” Medical Education. 43, no. 4 (April 2009): 303-311.
With an eye especially on cost effectiveness, the authors evaluate other studies of computer-based scenarios with “virtual patients,” determining that such scenarios are particularly beneficial when the learning goal is the development of clinical reasoning skills, and when learners are presented with a variety of scenarios. The authors recommend further research and development on the most effective way to design instruction around such scenarios and grading schema when using such scenarios in assessment.
Hansen, Margaret M. “Versatile, Creative and Dynamic Virtual 3-D Healthcare Learning Environments: A Review of the Literature.” Journal of Medical Internet Research. 10, no. 3: e26 (September 2008). http://www.jmir.org/2008/3/e26/HTML
The literature review is more of a survey and explanation of 3D worlds and generic educational potential, given a dearth of literature that specifically examines these tools in the context of preparing future health professionals. The author takes a tentative position that virtual 3-D learning environments have a place in training healthcare professionals, while noting the need for more empirical research to support the claim.
Regents of the University of Minnesota. “Educating Minnesota's Future Health Professions Workforce.” University of Minnesota Academic Health Center. http://www.ahc.umn.edu/workforce/index.html
This series of reports identifies a need for more recruitment and training of healthcare professionals in Minnesota, and a strategy for keeping up with the demand for high quality healthcare in the state. The strategic planning includes a prominent role for technology initiatives at the University, including the Center for Allied Health Program’s Technology Learning Platform and the Digital Campus.
