ivimeds symposium trinity college dublin

IVIMEDS Symposium Trinity College Dublin

Kieran McGladeDeputy Director of Medical

Education, QUB

eLearning and IVIMEDS at Queen’s University

eLearning at QUB

• From cottage industry to professional activity

• Multi-professional input

• Context of increasing student numbers

• Blended learning important to emphasise in a clinical course

• Need a multi-faceted approach

• Use 3rd year and IVIMEDS as examples

eLearning – Ratings

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Q1 – an important learning resourceQ2 – Prefer online to lecturesQ3 – Suits my learning styleQ4 – Able to integrate eLearning with clinical work on wardsQ5 – Provides me with a lot of flexibility in my learning

Students’ Comments•Lectures can be correlated with the clinical examples seen on the wards allowing more in-depth study of individual problems.

•Drug kardex's are pretty useful along with the case based tutorials with answers.

•It is useful to have control over the lectures and to be able to go through them at your own pace since, quite often, in lectures, you tend to miss some of the important details either because you're sitting at the back or because of distractions

•the ability to rewind the lecture and pause it to ensure that the maximum benefit can be taken from the lecture is the most useful part of this learning material. A brilliant learning resource.

IVIMEDS at QUB

• Involved in St Andrews Conference

• Joined 3 years ago

• eLearning Symposium 1 year ago

• 100 expressions of interest

Approach to IVIMEDS

• Circulate Info and publicise

• Workshops and symposium

• Encourage individual staff

• BUT

• Insufficient resources for a sustained effort or for hand-holding

• Early difficulties with interfaces etc may have put staff off

Some interface issues

• Library catalogue comprehensive

• Promises a lot

• But users in the past discovered much of it empty!

• More useful to use search facility

• But – success will depend on high hit rate.

Problems

• Critical mass required for uptake to expand.

• Overcoming the “google phenomenon”

• Early disappointments

User Survey at QUB

• 86 emails of registered users

• 28 replies– 3 biomedical science– 3 dentistry– 21 Medicine– 1 pharmacy

Current use of IVIMEDS - Opinions

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agree

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Q1 – I found useful material to adopt in my teaching. Q2 – I found the site navigation straightforward. Q3 – I could not find what I was looking for. Q4 – Other material on the site appeared very useful. Q5 – I thought the general quality of the learning resources was high. Q6 - I felt the learning resources I found were pitched at a suitable educational level

11 respondents skipped this section

Opinions about using IVIMEDS in future

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Q1 Q2 Q3 Q4 Q5

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Q1 – Peer reviewed repository of learning objects is a good thingQ2 – Independent peer review is importantQ3 – Would use IVIMEDS more if there was more relevant materialQ4 – Would be willing to contribute materials to IVIMEDSQ5 – Would be interested in an IVIMEDS user group

2 respondents skipped this section

User Comments

• need some help with elearning and web-based tools

• Very useful tool! Thanks. • A question? Are the major book publishers

who also have an online resource for their textbooks likely to collaborate with IVIMEDS?

• It's probably a great idea but it's just one thing too many to fit right now.

User Comments

• Find navigating through it quite hard - I may need more training but i do wonder at the cost versus the usefulness now that everyone is more IT conscious and using lots of e-learning portals ! I think more transparency about the cost , usage and usefulness should be discussed.

User Comments

• early impressions are good, however limited material outside of cardiovascular section

• Not sure what I wanted or got out of it - I may have been looking for particular neuroanatomical images and (probably) failed to find them

Conclusions

• IVIMEDS has a role to play but within a general eLearning provision

• A major sustained effort required to bring teaching staff on board

• Schools should aim at an import/export culture

• Importance of blended learning