Como Scenarios:Mobile learning @ RVC

Niall Winters and Yishay Mor, London Knowledge Lab

http://www.lkl.ac.uk/como

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Introduction

● Task: Enhance collaborative learning at the RVC using camera phones and participatory media.– Initial scenarios reviewed at the LKL, 14 Nov.

– Initial user consultation at the RVC, 10 Dec

● Analysis of feedback => new scenarios

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Student perspective

● Highly motivated and dedicated to the profession. Seeking ways to improve their learning.

● Concerned about the responsibility they will face as novice clinicians.

● Need to master detailed procedural knowledge for a very broad spectrum of situations.

● Not confident in their knowledge and their peers. Seek authority.

● High study load. Very little free time during rotations (but a lot of dead time).

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Teacher perspective

● More concerned about students' meta-skills:– observation,

– diagnosis,

– analysis

● Want to promote reflective practice and collaborative learning.

● Keeping in touch with students on rotation is a challenge

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Scenario I: Hospital Rotations

● Students in groups of 4-10● One / Two week terms.● Meet with tutor for morning and evening ward

rounds.● Rounds are ~30min, either going from patient

to patient, or in a seminar room.● At morning round, tutor notes issues to monitor,

and these are discussed in the evening.

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Scenario I: technical assumptions

● Students need to maintain case records on the CRIS system.

– Part of clinical practice.

– Legal requirement.

– Used for evaluation.

– CRIS case number is an anonymised UID.● No problem with using camera phones / WiFi in

hospital.

● Can hold evening rounds in seminar room with projector if useful.

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Scenario I: Outline

● During morning round teacher assigns tasks.● Students perform tasks throughout the day,

using mobile to log data. Captured images are tagged with case id.

● Students can also use this data to support case records.

● In evening rounds, students present their findings on the whiteboard.

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Scenario I (i)

Morning rounds:

“See how that bone is jutting out? I wantyou to keep track for swelling and discolouring.”

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Scenario I (ii)

● Student takes pictures throughout the day.

● Uploads them to blog.● Tags them with:

caseID, dog, fracture, swelling

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Scenario I (iii)

● Students uses a quiet moment to add details to the blog postings.

● At the same time uses these as a memory anchor for updating the case record.

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Scenario I (iv)

Evening rounds:

Student presents case progress using the blog posts and a projector. Group reviews the diagnosis and actions taken.

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Scenario II: Cows in Spring

● Large variety of medical conditions to consider.● Long rotation (4 weeks), away from staff.● Might not encounter all the conditions which will

need to deal with in first years of practice.

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Scenario II: outline

● Teachers prepare skeletal “handbook” as a wiki.● Students collect case data and fill in the

handbook.● Teachers verify and edit the handbook at the

end of term.● Students can download the handbook for

reference during early years.

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Scenario II (i)

● Teachers create handbook skeleton on the wiki.

● A structured outline of the issues related to cows in spring.

● Mark slots for “insert X here”

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Scenario II (ii)● Students

capture data as they go about work.

● Upload it to their personal blog, and tag it for location, topics, issues of interest.

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Scenario II (iii)● In the evening /

weekend, students reorganize the data they captured.

● Fill in the blanks in the Wiki using observations and media from their blog.

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Scenario II (iv)

● Other students add their notes / edit / comment on existing entries.

● Different students have different experiences, the wiki is an aggregator.

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Scenario II (v)

● Teachers annotate, edit and validate the wiki.

● At the end of year, freeze an “authoritative” version.

● This version is the starting point for next year's effort.

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Scenario II (vi)● Students / young

practitioners can offload handbook to their mobile device to use it as a field reference.

● Cannot edit the official content

● Can comment / add queries.

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Questions

● Do these scenarios hold water?● Where do they fail / squeak?● How would you change / enhance them?● Any other suggestions?

http://www.lkl.ac.uk/como / yishaym@gmail.com

(hat tip:http://openclipart.org/media/files/johnny_automatic/ )