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Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

27.09. - 29.09.2012, Aachen

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Economy of scale for small-scale education; integrating multimedia in blended learning scenarios to enable small group learning on a large scale

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  • corresponding author Bas de Leng - Maastricht University, Maastricht, Niederlande
  • Frank Hess - Medizinische Fakultät Heidelberg, Zentrum für Virtuelle Patienten, Heidelberg, Deutschland
  • Simone Huber - Medizinische Fakultät Heidelberg, Zentrum für Virtuelle Patienten, Heidelberg, Deutschland
  • Martin Haag - Hochschule Heilbronn, Medizinische Informatik, CeLTech-Lab "e-Learning in Medicine", Heidelberg, Deutschland

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Aachen, 27.-29.09.2012. Düsseldorf: German Medical Science GMS Publishing House; 2012. DocV511

doi: 10.3205/12gma137, urn:nbn:de:0183-12gma1371

Published: September 18, 2012

© 2012 de Leng et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.

Outline

Text

There are several issues threatening the effectiveness and efficiency of Problem Based Learning:

  • Deterioration of senior students’ active stance towards PBL activities due to a lack of appealing authentic case material from professional practice and insufficient opportunities for students to engage with materials in a structured and reflective manner.
  • Large student numbers can impede the optimal use of small-scale education formats by inhibiting the combined use of different work formats (individual, pairs, subgroups etc.) within one educational session as well as their flexible application in response to individual and group performances.

In a collaborative effort, Maastricht and Heidelberg have extended the CAMPUS authoring tool for virtual patients with new ways of integrating video, animation and assessment technologies. This new tool allows cases to be developed that present problems in a short digital video or animation, in which questions are embedded. While group work remains a face-to-face event, student responses take place in a web-based environment enabling logging of student activities. Real-time processing of student responses allows on-the-fly planning of follow-up learning activities based on the performances of subgroups and individuals.

Examples of cases and the results of a student evaluation will be presented at the GMA conference [1], [2], [3], [4].

Outline

References

1.
De Leng BA, Dolmans DH, van de Wiel MW, Muijtjens AM, van der Vleuten CP. How video cases should be used as authentic stimuli in problem-based medical education. Med Educ. 2007;41(2):181-188. DOI: 10.1111/j.1365-2929.2006.02671.x External link
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Dillenbourg P, Jermann P. Designing integrative scripts. In Fischer F, Kollar I, Mandl H, Haake JM (Hrsg). Scripting computer-supported collaborative learning: cognitive, computational and educational perspectives. New York: Springer Science and Business Media; 2007. S.275-301. DOI: 10.1007/978-0-387-36949-5_16 External link
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Ericsson KA. Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains. Acad Med. 2004;79(10):70-81. DOI: 10.1097/00001888-200410001-00022 External link
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Graber ML. Educational strategies to reduce diagnostic error: can you teach this stuff? Adv Health Sci Educ Theory Pract. 2009;14(Suppl 1):63-69. DOI: 10.1007/s10459-009-9178-y External link