gms | German Medical Science

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

10.11. bis 12.11.2006, Köln

Experiences with different integration concepts of case-based e-learning

Konzepte zur Integration von fallbasierten e-learning in ein Curriculum

Poster

Suche in Medline nach

Jahrestagung der Gesellschaft für Medizinische Ausbildung - GMA. Köln, 10.-12.11.2006. Düsseldorf, Köln: German Medical Science; 2006. Doc06gma074

Die elektronische Version dieses Artikels ist vollständig und ist verfügbar unter: http://www.egms.de/de/meetings/gma2006/06gma074.shtml

Veröffentlicht: 23. Oktober 2006

© 2006 Hege et al.
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

E-Learning applications are an indispensable component of modern medical curricula. It was shown that people learn more effectively and faster by using e-learning applications under certain conditions and demonstrate better knowledge retention [1], [2]. However, the empirical basis for best practice guidelines for an appropriate integration of computerized teaching methods in medical education is small [3], [4]. Therefore, the aim of our study was, to compare different implementation strategies of e-learning, using the CASUS system for case-based learning, with respect to motivational aspects and acceptance of both, students and teachers.

Apart from general aspects, like feasability, software and content requirements and curricular structure, which have to be considered when including e-learning into a curriculum, the integration concept itself is crucial for a successful implementation.

The examplary concepts we have analyzed, are voluntary (1) as well as obligatory integration, (2) and a learning by teaching approach, (3) (see table [Tab. 1]).

All settings have been implemented at the Ludwig-Maximilians-University Munich (LMU) in different content domains. The results of these strategies will be described and the assets and drawbacks concerning feasability, acceptance and effort are discussed.

As a synthesis from the experience with these strategies, we developed an improved integration setting, combining voluntary e-learning use with exam-relevant content(4). This integration concept is currently implemented in internal medicine at the LMU with a high acceptance of both students and teachers.


References

1.
Clark D. Psychological myths in e-learning. Med Teach. 2002;24(6):598-604.
2.
Greenhalgh T. Computer assisted learning in undergraduate medical education. BMJ. 2001;322(7277):40–44.
3.
Fischer MR. E-learning in medical education, graduate and continuing medical education. Status and prospects. Med Klin (Munich). 2003;98(10):594-597.
4.
Grunwald T, Corsbie-Massay C. Guidelines for Cognitively Efficient Multimedia Learning Tools: Educational Strategies, Cognitive Load, and Interface Design. Acad Med. 2006;81(3):213-223.