scholarly journals Open Osmosis: Library of Open Educational Resources (OER) for Medical Education

2015 ◽  
Author(s):  
Ersilia M DeFilippis, MD ◽  
Thasin Jaigirdar, BA ◽  
Shiv M. Gaglani, BA ◽  
Matt Sakumoto, MD ◽  
Vishal Punwani, BSc ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Future Development ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Creative Commons ◽  
Johns Hopkins School ◽  
School Of Medicine ◽  
Clinical Content

Many resources currently available for graduate and undergraduate medical education are fragmented, difficult to access, and costly. Osmosis, a web- and mobile-based platform, was developed to create a shared and easily accessible repository of curated clinical educational resources. We have recently launched “Open Osmosis” - a public-facing portal that has become one of the largest databases of Creative Commons-licensed questions, among other open educational resources (OER), for medical education. Initially created for use at the Johns Hopkins School of Medicine, Osmosis spread to recruit and involve medical students, physicians, and clinical content advisors from dozens of countries and hundreds of institutions. These individuals have served various roles, including as question-writers (“Medical Contributors”), content organizers (“Medical Scholars”), and expert reviewers (“Clinical Advisors”). Here we describe our experience developing Open Osmosis as a case study for crowdsourcing medical education content, and to comment on potential future development of this platform.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

Die Creative Commons-Lizenzen 4.0

2021 ◽  
Author(s):  
Sebastian Horlacher
Keyword(s):  
Educational Equity ◽  
Contract Law ◽  
Open Educational Resources ◽  
Educational Resources ◽  
University Teaching ◽  
Educational Materials ◽  
Policy Actors ◽  
Creative Commons ◽  
Framework Conditions ◽  
Suitable Framework

The thesis examines the Creative Commons Licenses 4.0 and the CC Zero 1.0 license using the example of granting rights of use for university teaching. It analyses to what extent these model license agreements are compatible with the requirements of German copyright and contract law and whether they create suitable framework conditions for rights of use materials for educational materials that meet the goals of the Open Educational Resources movement. Open Educational Resources are seen by education policy actors as a tool to facilitate access to high-quality educational materials and thus contribute to educational equity.

The UNESCO OER Community 2005-2009

2012 ◽  
pp. 16-37 ◽  
Author(s):  
Susan D’Antoni
Keyword(s):  
Educational Planning ◽  
International Community ◽  
Open Educational Resources ◽  
International Organization ◽  
Educational Resources ◽  
The Internet ◽  
International Institute ◽  
Personal Reflection

This is the story of an international community convened to raise awareness of the growing Open Educational Resources (OER) movement. The experience of the international OER Community underlines the potential of the Internet to link people in an inclusive manner to promote collaboration – individuals who would never normally be able to meet and hold focussed discussions over a sustained period. Launched by an international organization, the UNESCO International Institute for Educational Planning (IIEP), and supported the primary champion of the OER movement, the William and Flora Hewlett Foundation, the OER community was exemplary in its interaction, action, and longevity. From 2005, the members of the community have come together from time to time to discuss OER in what can be described as a series of virtual seminars. At two points they put forward their opinion of the priorities to advance the OER movement. Now, with support from the UNESCO Chair in OER at Canada’s Athabasca University, they are about to be invited to make another contribution. This is both the story of a community as a case study, and a personal reflection.

Integrating Open Educational Resources Into Undergraduate Business Courses

2018 ◽  
Vol 47 (3) ◽  
pp. 337-358
Author(s):  
Reneta P. Barneva ◽  
Valentin E. Brimkov ◽  
Federico Gelsomini ◽  
Kamen Kanev ◽  
Lisa Walters
Keyword(s):  
Higher Education ◽  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Materials ◽  
Business Courses ◽  
Creative Commons

Open educational resources (OER) are educational materials with an open license so that they can be freely copied, modified, and reused. While the rising cost of textbooks is a concern in higher education, over 50% of the surveyed educators stated that they are unaware of the OER and how they could replace the traditional textbooks. In addition, not many instructors understand the Creative Commons licenses under which OER can be used. In this work, we consider the types of OER and outline the sources of OER for business courses. We describe our experience of using such resources for innovative business courses and discuss the choices we made and the lessons learned. Finally, we share the results of surveys about OER we conducted with students and reflect on them.

scholarly journals Lessons Learned from the Development of Open Educational Resources at Post-Secondary Level in the Field of Environmental Modelling: An Exploratory Study

2019 ◽  
Vol 9 (2) ◽  
pp. 103 ◽  
Author(s):  
Quazi K. Hassan ◽  
Khan R. Rahaman ◽  
Kazi Z. Sumon ◽  
Ashraf Dewan
Keyword(s):  
Lessons Learned ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Environmental Modelling ◽  
Post Secondary ◽  
Creative Commons ◽  
Student Ratings Of Instruction ◽  
University Of Calgary ◽  
The University ◽  
The Impact

Open educational resources (OER) have become increasingly popular in recent times. Here, the aim was to synthesise the lessons learned through the development of OER materials for a university-level course called “environmental modelling”. Consequently, the topics of discussion included: (i) how to choose an appropriate creative commons license; (ii) ways of incorporating materials from other sources, such as publicly available sources, other open access materials, and an author’s own published materials if not published under a creative commons license; (iii) the impact of the developed OER in the field of environmental modelling; and (iv) the challenges in developing OER material. Upon developing the materials, we observed the following: (i) students enrolled in the course did not purchase textbooks; (ii) our OER materials ranked as one of the most accessed (i.e., number 7) materials according to the usage data that summed the number of file downloads and item views from PRISM (i.e., the hosting platform maintained by the University of Calgary); (iii) the students learned relatively better as per the data acquired by the University of Calgary’s universal student ratings of instruction (USRI) instrument; and (iv) other universities expressed interest in adopting the materials.

How to facilitate self-regulated learning? A case study on open educational resources

2019 ◽  
Vol 7 (1) ◽  
pp. 51-77 ◽  
Author(s):  
Tak-Lam Wong ◽  
Haoran Xie ◽  
Di Zou ◽  
Fu Lee Wang ◽  
Jeff Kai Tai Tang ◽  
...  
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Self Regulated Learning ◽  
Regulated Learning
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