The use of Web 2.0 in teaching Medical Informatics to postgraduate medical students: first experiences [4 Cr3 1530 Bamidis]

Bamidis, P. et al.:The use of Web 2.0 in teaching Medical Informatics to postgraduate medical students: first experiences

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Panos Bamidis, Stathis Konstantinidis, Eleni Kaldoudi,, Nicos Maglaveras, Costas Pappas

Medicine 2.0: Social Networking and Web 2.0 Applications in Medicine and Health, 2008

The use of Web 2.0 in teaching Medical Informatics to postgraduate medical

students: first experiences

Toronto, CanadaSeptember 4-5, 2008

ARISTOTLE UNIVERSITY OF THESSALONIKIMedical School, Lab of Medical Informatics

DEMOCRITUS UNIVERSITY OF THRACEMedical School, Lab of Medical Physics

GREECE

Panos BamidisAristotle University of Thessaloniki, Medical School, Lab of Medical InformaticsToronto 4-5 Sept. 2008

Medicine 2.0 Conference

OutlineOutline

Motivation and Aim Background info on e-learning, standards and

Web2.0 Technical settings for the development of online

courses Example on Medical Informatics / Electronic Health

Records Course evaluation elements - focus on web

collaboration Discussion – current/future work



MotivationMotivation

During the last decade: ◦ … an enormous expansion of available knowledge◦ …a clear demand for new techniques to enhance

educational procedures ICTs are facilitating the use of e-learning

environments and standards. Programs and courses designed back in 1998 need

to be revisited to follow developments in:◦ online learning◦ continuing medical education◦ global education◦ social computing (Web 2.0)◦ sharing teaching material etc



AAim of thim of thee paper paper

to show the approach we have followed in properly shaping our courses in Medical Informatics by using:◦ open e-learning platforms/environments◦ educational standards◦ enriched student interaction and participation

through Web2.0 technologies To demonstrate an example of a module on

Electronic Health Records (EHR) offered to postgraduate medical students at AUTH



BackgroundBackground



Education ProcessEducation Process – – Course DevelopmentCourse Development

Evaluation(learning outcome,

Teacher, students)

Support through ICT

ContentDevelopment

TeachingMethods

Module/coursedesign



Technical conditions for the Technical conditions for the development of web-based development of web-based coursescourses Various educational platforms support web-based courses

and perform as Learning Management Systems (LMS) that enable the management of e-learning courses

LMS standards are used to ensure interoperability and transfer of courses between platforms.

The Sharable Content Object Reference Model (SCORM) by ADL is a standard that adopts specific requirements to enable interoperability, accessibility, reusability, sequencing between learning objects.

SCORM is embraced by a large number of institutions and corporations

Several studies propose extensions to SCORM metadata to enhance sequencing rules, usability, adaptability, assessment metadata



Modular Object-Oriented Dynamic Learning Modular Object-Oriented Dynamic Learning Environment Environment

21st Century Schools

Social Software and e-Learning



The use of Standards The use of Standards – –

Description of the procedureDescription of the procedure



SCORMSCORM ((Sharable Content Object Reference Sharable Content Object Reference ModelModel) ) Consists of small, distributable learning

entities (Sharable Content Objects (SCOs)) SCO’s are

◦ Small in size◦ Reusable◦ Provide solid autonomous learning material but

also in combination with others The combination of SCO’s leads to:

◦ An educational unit◦ A complete course◦ A training field



SCORMSCORM Sharable Content Object Reference Sharable Content Object Reference ModelModel Package in one object (ZIP file) immanifest.xml

◦ Detailed description of the structure of the content

◦ Metadata◦ Navigation data for navigation between learning objects and

sequencing of content objects◦ Special data for communication with Run

environment



Our approachOur approach

Overall roadmap in describing a module using Healthcare SCORM, and SCORM editors (eXe in our case) and E-learning environments (Moodle in our case)

Creation of LOM xml file

Creation of SCORM Package

by the use of a SCORM Editor

Import LOM xml file into SCORM Package (.ZIP)

SCORM Package

imsmanifest.xml

LOM XML file

Link

E-learning Environment

SCORM Run-Time

Environment

Learning Objects

Repository



Web 2.0Web 2.0



Our use of Web 2.0 toolsOur use of Web 2.0 tools

Web2.0 approaches collaborative learning… … in principle enhances the efficiency of

learning Tools we have used

◦ a combination of discussion forums wikis (topic/tag marked) personal blogs Within/outside a specific Case/Problem (Problem

Based Learning (PBL))



Post-graduate Post-graduate Medical Informatics CourseMedical Informatics Course



Course elements ICourse elements I

Module in Medical Informatics offered to Medical graduates attending the

Postgraduate Medical Research Methodology (MSc) Program

Basic Thematic Areas:◦ Hospital Information Systems (HIS)◦ Electronic Health Records (EHR)◦ Medical Knowledge & EHRs◦ Quality of Health Information on the web◦ Bioinformatics◦ Biosensors & signals



Course elements IICourse elements II Classic lectures (2h / week); Material in Moodle Some lectures combine hands-on practice (2x2h lab sessions) “EHR-HIS” Coursework / homework (30%)

◦ Read a short article on EHR benefits; answer short questions (on-line from next year)

◦ Study a paper; participate in an on-line discussion forum re “Hospital Information Systems” (HIS – element I)

◦ CBL/PBL component: study a case/problem Create personal blogs (tagged) Work in personal blogs re understanding/answering the EHR case Get assistance from relevant discussion forum Once finished, place things in class wiki Repeat for 3 times…

“Web information quality” Coursework / homework (10%) “Bioinformatics” Coursework / homework (10%) On-line exam (50%)













Discussion Discussion Forums – Forums – HIS HIS Element IElement I

•split into groups of 5;•individual commenting on a hospital information systems paper;•Educator assesses responses



HIS – EHR – Element 2HIS – EHR – Element 2

Case/problem based◦ Set the scenario◦ Get assistance from forum◦ Use personal blog◦ Update wiki





















Personal Personal BlogsBlogs

Special Tags used for personal blogs;These were combined with the PBL steps













Easy wiki updateEasy wiki update



Wiki statisticsWiki statistics

245 versions ! Some 20 were made by educators

767 changes made! Some 60 were made by educators

Difficult to handle…



Evaluation stepsEvaluation steps

Students’ evaluation in two stages. 1st Phase:

◦ students were asked to complete an anonymous questionnaire emphasising merely on the use of Web 2.0 tools.

◦ The Moodle system lead the logged-in students to an external web site powered by another open source source survey tool, namely, “PhP Surveyor”, so as to maintain anonymity.

2nd stage:◦ students were asked to evaluate the whole course ◦ using a dedicated, home made, evaluation software,

specifically developed for course evaluation purposes within the postgraduate program of the Medical School at AUTH.



Gross Evaluation results IGross Evaluation results I

1st Phase:◦ Evaluation of the results indicates that students

were quite satisfied by this approach, and were happy with the collaboration opportunities offered to them.

◦ Most of them admitted that they were tempted to “read what others have contributed in their own personal blogs” (which by the way were given public access to the enrolled students).

◦ they believed that they found the student collaboration opportunities offered by the system tools quite useful and enhancing the overall learning process.



Evaluation questionnaire (and Evaluation questionnaire (and system)system)



Evaluation Results IEvaluation Results I

The approach has been evaluated within our post-graduate Medical Informatics course to medical students.

Active student involvement is sought through participating in discussion forums and wikis/blogs, thereby fulfilling some of the learning outcomes set by the educators.



Evaluation Results IIEvaluation Results II

How much the e-learning environment helps the educational process?



Evaluation Results IIIEvaluation Results III

Web2.0 ease of use…



Student collaboration IStudent collaboration I

Did you consult your fellow students’ blogs before completing yours?

Visiting other blogs

0

10

20

30

40

50

No answer Always Many times Sometimes Rarely Never

Pe

rce

nta

ge

s



Student collaboration IIStudent collaboration II

Did you read the other wiki entries before inputting yours?

Reading other's entries to wiki

05

101520253035

No ans

wer

Alway

s

Man

y tim

es

Somet

imes

Rarely

Never

Per

cen

tag

e



Student collaboration IIIStudent collaboration III

Do you think that being able to look into other’s replies/entries helped you understand the educational content better? How helpful do you think this facility was?

Collaboration assists educational objectives

0

10

20

30

40

No answer Very much Much Some Little No

Helpfulness in reading other replies

Per

cen

tag

e



Student collaboration IVStudent collaboration IV

How helpful do you think the forums were upon completing course tasks and understanding educational contents?

Helpfulness of discussion forum interactions for the educational process

01020304050

No ans

wer

Very m

uch

Muc

h

Some

Little No

Assistance from forum entries

Per

cen

tag

e

Student-educator

Student-student



Discussion Forum ParticipationsDiscussion Forum Participations

Participations

Educator entries

Student entries

Forum 1: EHR wiki

8 3 5

Forum 2: EHR-DB design

18 3 15

Forum 3: EHR

knowledge base

10 2 8



Final exam practiceFinal exam practice

Very limited participation on “Exam Forum” A “test-quiz” was put on-line prior to exam 164 viewings for 37 students! 314 total actions; around 280 of these due

to students attempts



Discussion IDiscussion I

Increased student liking for the course… Increased interaction and participation Educator may control activities through

Moodle Care must be taken in separate activities:

◦ Need small groups of people◦ Many blog existences may confude students◦ Need structured blogs◦ Wiki updates may confuse people◦ Need semantic wikis



Discussion IIDiscussion II

Learning Objects, as independent units of educational material targeting to specific training needs, constitute one of the main research topics in the e-learning community.

Many research initiatives in the field concern the issue of LOs’ reusability, but not within the Medical Informatics community.

It is only recently that such efforts have appeared, geared by MedBiquitous dedicated to advancing healthcare education through technology standards.

mEducator proposal



The Future…The Future…



Podcasts and m-Learning (Mobile Podcasts and m-Learning (Mobile Learning)Learning)

“Podcasting’s essence is about creating content (audio or video—vodcasts) for an audience that wants to listen when they want, where they want, and how they want.”*

Advantages:◦ Listen on your computer or download to portable MP3

players and listen on the move/anywhere (perfect for the busy health professional). But audio and video files can be large in size; users must have sufficient bandwidth to download them.

◦ Support for auditory learners (it is claimed that the primary learning style in at least 30% of learners is auditory).

* http://en.wikipedia.org/wiki/Podcast





_________________________________________________________________________________________This work has been benefited from an INTERREG IIIA Greece - Bulgaria (Decision 300531/YD4388 01/11/2005; CrossBorderHealth project), as well as, from an INTERREG IIIA/ARCHIMED grand (Contract Number A.1.087; IntraMEDnet project) fund by the European Union and the Greek Government

Contact: [email protected]

Health & Medicine

The use of Web 2.0 in teaching Medical Informatics to postgraduate medical students: first experiences [4 Cr3 1530 Bamidis]