gms | German Medical Science

14. Workshop der gmds-Arbeitsgruppe "Computerunterstützte Lehr- und Lernsysteme in der Medizin (CBT)" und des GMA-Ausschusses "Neue Medien"

Institut für Didaktik & Bildungsforschung im Gesundheitswesen (IDBG),
Private Universität Witten/Herdecke

16.04. - 17.04.2010, Witten

Plenar 3: Collaborative case creation - does it work? And why?

Meeting Abstract

Suche in Medline nach

  • corresponding author Norman Berman - Pediatric Clerkship Dartmouth Medical School, Dartmouth, USA; Institute for Innovative Technology In Medical Education (iInTIME), Lebanon, NH, USA

Deutsche Gesellschaft für Medizinische Informatik, Biometrie und Epidemiologie. Gesellschaft für Medizinische Ausbildung. 14. Workshop der gmds-Arbeitsgruppe "Computerunterstützte Lehr- und Lernsysteme in der Medizin (CBT)" und des GMA-Ausschusses "Neue Medien". Witten, 16.-17.04.2010. Düsseldorf: German Medical Science GMS Publishing House; 2010. Doc10cbt48

DOI: 10.3205/10cbt48, URN: urn:nbn:de:0183-10cbt486

Veröffentlicht: 13. April 2010

© 2010 Berman.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Text

There has been great interest in using e-Learning in medical education, but getting e-learning materials used broadly has been difficult to achieve. Utilizing a collaborative process, we have developed virtual patients in three medical disciplines (pediatrics, internal medicine, family medicine) that have achieved a very broad level of use in the US and Canada. We believe that the collaborative development and maintenance model is the key to success of these projects. This model recognizes that incorporating technology in medical education is primarily an educational, not a technological, challenge.

The collaborative model incorporates six key components: 1) multi-institutional authoring to achieve comprehensive coverage of a nationally accepted curriculum, 2) a consistent pedagogical approach within and across disciplines, 3) instructors resources for integrating the program in the curriculum, 4) maintenance of the content with nationally representative editorial boards, 5) support for the academic needs of medical educators, and 6) a stable support infrastructure that is financially sustainable.

The broad acceptance of these virtual patients achieves the goals of sharing of content, elimination of redundant work, and improved medical education. We believe that the collaborative development and maintenance model can and should be advanced in other areas of e-Learning.