Collaborative Environment for Remote Clinical Reasoning Learning

2016 ◽  
Vol 7 (4) ◽  
pp. 62-81 ◽  
Author(s):  
Mohamed Abderraouf Ferradji ◽  
Abdelmadjid Zidani
Keyword(s):  
Medical Education ◽  
Collaborative Learning ◽  
Knowledge Acquisition ◽  
Clinical Reasoning ◽  
Learning Approach ◽  
Clinical Knowledge ◽  
Shared Workspace ◽  
Collaborative Environment ◽  
Learning Tasks ◽  
Gray Areas

Despite the significant advances achieved these recent last years in terms of technologies widespread use in medical education, clinical reasoning learning (CRL) remains an extremely hard task in which there are still many gray areas that should be enlightened to better understand it. Furthermore, while CRL is basically a collaborative task implying the participation of many students and tutors working simultaneously on a same case, it should be considered from a social perspective. The authors followed then a collaborative-based learning approach, which consists in designing a shared workspace to support collaboration and enable social clinical knowledge acquisition. They started with a deep analysis of the CRL process in order to understand the usual way under which students learn together and then, highlight the vital collaborative learning tasks that need to be supported. The resulting designed model allowed us to shift towards Collaborative CRL (CCRL).

scholarly journals Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo
Keyword(s):  
Collaborative Learning ◽  
Methodological Approach ◽  
Automatic Generation ◽  
Learning Activities ◽  
Learning Tools ◽  
Model Driven ◽  
Collaborative Tools ◽  
Learning Tasks ◽  
Collaborative Learning Tools ◽  
Model Driven Approach

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.

scholarly journals Clinical reasoning and medical education: Scoping Review

2021 ◽  
Author(s):  
Giovanni García-Castro ◽  
Francisco Javier Ruiz-Ortega
Keyword(s):  
Medical Education ◽  
Clinical Reasoning ◽  
Scoping Review

scholarly journals The Importance of Identifying Learning Styles in Medical Education

2018 ◽  
Vol 42 (3) ◽  
pp. 189-193
Author(s):  
Cynthia Caetano ◽  
Roseli Luedke ◽  
Ivan Carlos Ferreira Antonello
Keyword(s):  
Medical Education ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Essential Information ◽  
Passive Learning ◽  
Teachers And Students

ABSTRACT Learning is a complex construct that involves several factors, mainly the interaction between teachers and students in the process of teaching and learning. Understanding how students learn and which factors influence academic performance is essential information for lesson planning and evaluation, in addition to allowing a better use of students’ learning potential and outcomes. The ability to constructively modify one’s behavior depends on how well we combine our experiences, reflections, conceptualizations, and planning to make improvements. This seems particularly relevant in medical education, where students are expected to retain, recall, and apply vast amounts of information assimilated throughout their training period. Over the years, there has being a gradual shift in medical education from a passive learning approach to an active learning approach. To support the learning environment, educators need to be aware of the different learning styles of their students to effectively tailor instructional strategies and methods to cater to students’ learning needs. However, the space for reflection on the process of teaching is still incipient in higher-education institutions in Brazil. The present article proposes a critical review of the importance of identifying students’ learning styles in undergraduate medical education. Different models exist for assessing learning styles. Different styles can coexist in equilibrium (multimodal style) or predominate (unimodal style) in the same individual. Assessing students’ learning styles can be a useful tool in education, once it is possible to analyze with what kind of learning students can better develop themselves, improving their knowledge and influencing positively in the process of learning. Over the last century, medical education experienced challenges to improve the learning process and curricular reform. Also, this has resulted in crucial changes in the field of medical education, with a shift from a teacher centered and subject based teaching to the use of interactive, problem based, student centered learning.

scholarly journals What Ifs and Multi-directional symptoms PBL cases: two simple and functional adjuncts to problem-based learning materials

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Jeff Schwartz
Keyword(s):  
Medical Education ◽  
Clinical Reasoning ◽  
Problem Based Learning ◽  
New Materials ◽  
Learning Materials ◽  
Case Based Learning ◽  
Patient Presentation ◽  
Case Based ◽  
Management Issues

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

scholarly journals Electronic Medical Education Effect on Learner Application of Health Care Knowledge in Iran

2019 ◽  
pp. 1-5
Author(s):  
Shima Tabatabai
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Clinical Reasoning ◽  
Controlled Trial ◽  
Basic Knowledge ◽  
Medical Education Program ◽  
Significant Difference ◽  
E Learning ◽  
Level Of Knowledge ◽  
Scientific Meetings

Background: Like most of countries, medical education in Iran consists of undergraduate, postgraduate, and continuing medical education (CME). The use of Internet technologies, have been integrated into all three level of medical education. The effect of Electronic medical education on application of health care knowledge in compare with traditional medical education could show the effectiveness of program. Aims: The aim of this study is to examine the effect of E-Learning on application level of knowledge &clinical reasoning issues as compared to lecture-based learning in a medical education program. Study Design and Methodology: This randomized controlled trial was conducted in scientific meetings for 68 Physicians. Knowledge assessment tests were performed before and immediately after E-Learning and lecture-based educational session. Results: A significant improvement at the application level of knowledge & clinical reasoning was found in both groups (P < 0.01). There was no significant difference between the E-Learning & traditional educational approaches. Course completers had significant improvements in application level of health care knowledge. Conclusion: The effect of E-Learning in medical education and on learner basic knowledge, application of health care knowledge in response to clinical vignettes is comparable to a lecture-based approach. Therefore, E-Learning can be effective in all levels of Medical Education, and it will enable Physicians to have a self-directed learning with choosing the place and time of their lifelong learning process.

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