The e-Learning EvolutionThe e-Learning Evolution The e-Learning EvolutionThe e-Learning Evolution

Explore the role of Medical Informatics in teaching and learning medicine

Briefing about Annex Building Facilities (ABF) Multimedia labs Telemedicine

Define the integration and adoption process

Review some examples of Medical e-learning tools

Visions and Future directions

Outline

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Remarkable changes in medical education associated with

changes in healthcare delivery, advances in medicine and advances in medical and learning technologies.

The changes will not slow down over the next several decades.

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Medical education is moving to a new world which requires a new mindset.

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Challenges facing medical schools

Transforming how students learn Sharing expertise and resources Delivering a high quality and financially sustainable

program Increasing access to medical education Working in partnership with postgraduate and

continuing education, and with the other health care professions

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Overcrowded curriculum Rote memorization of medical facts Learner passivity Cases out of reach Student-consultant ratios

Limitations of the traditional medical-school curriculum

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Features of e-Leaning environments

The true power of e-Learning is likely to be found in its

potential to provide the right information to the right people at the right times and places. E-Learning is often a more effective and efficient way to educate learners because it is…

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Personalized – it allows entire programs of study to be customized for an individual learner;

Interactive – it engages the learner in a give-and-take type of learning that involves simulations of real-world events and sophisticated collaborations with other learners and the instructor;

Just-in-time - it moves training away from the "just-in-case" model in which learners engage in event-based sessions that require learning to take place outside of the context in which it will be used;

Current - it allows training providers to offer learners always up-to-date materials; and

Learner-Centred - it focuses primarily on the needs of the learner.

(Kerrey, et al., 2000)

Features of e-Leaning environments

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No danger or inconvenience to real patients Students try “what-if” exercises. Full clinical responsibilities for patients Students learn the effects of interventions through doing Students manage a greater number and variety of patient cases Manage cases as diseases evolve over time Standard cases can be used to assess problem-solving

competency

Advantages of e-Learning for Medical EducationAdvantages of e-Learning for Medical Education

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Types of e-Learning Environments in MedicineTypes of e-Learning Environments in Medicine

Computerized clinical simulation Expert system Intelligent tutoring system Interactive multimedia learning environment Web-based learning

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Laparoscopic techniques, which provide junior surgeons with an opportunity to practice surgical skills without risk to patients.  

Anesthesia simulators, which have controlled responses that vary according to numerous possible scenarios.

Cardiovascular disease simulator, which used to simulate cardiac conditions.

 

Computerized clinical simulation

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Embody an explicit teaching strategy

The design of this program is to: Specify a learning objective Set a task according to a strategy for achieving that objective Interpret students performance on the task Use this to select appropriate feedback or help Use the student’s performance so far to select the next task

It offers feedback on students actions and adaptive task focus related to previous actions and the overall goal.

Intelligent Tutoring System or Adaptive MediaIntelligent Tutoring System or Adaptive Media

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Dynamic platform that Assessing performance

support the tracking of learners

Deployment of content

Access to user records

Providing an environment for Chat rooms

Threaded discussions

Synchronous learning environments

Learning Management Systems (e.g., Web CT & e-Learning Suite)Learning Management Systems (e.g., Web CT & e-Learning Suite)

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Facilitate interaction and communication among online learners (i.e., Immediate access to instructors and online mentors to ask questions and receive answers).

Conferencing software & Streaming media

Fosters students’ learning through interactivity.

Collaborative TechnologiesCollaborative Technologies

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Annex Building Facilities (ABF)Annex Building Facilities (ABF)

Multipurpose Computer Labs

Telemedicine

Multi-Skills Lab

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Multipurpose Computer LabsMultipurpose Computer Labs 2 Multimedia Computer Labs – 50 PCs/lab

Small tablet PCs with TFT screen

Smart screen

Instructor full control of each PC or group of PCs

Grouping of students in the lab

Multimedia broadcasting of information or programs

Normal Computer lab – 70 PCs

Small tablet PCs with TFT screen

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TelemedicineTelemedicine Electronic transmission of medical information and services (voice, data,

video) from one site to another using telecommunication technologies.

Goals of telemedicine at SQU:

– access to international expertise to seek second opinion,

– live broadcasting of seminars, workshops, specialized surgical training sessions.

Telemedicine applications show potential significance for improving access to specialized training and consultation.

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Benefits of Telemedicine

Provide monitored appropriate care from a distance

Integrate scattered healthcare

Access to huge database of medical information

It will be used to train medical students remotely and also for practical training for professional development (CME courses)

Cost saving in providing health service such as saving on the transportation cost of patients and other resources

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Benefits of Telemedicine -2

Provide decision support tools to medical professionals to locations connected with telecommunication links

Improvement of healthcare in rural areas

Modern tools available to analyze data (both on-line and store-and-forward) images to biosignals

Immediate access to patient records and hospital information

Reduce the need to transfer most of the patients from periphery to tertiary hospitals

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TelemedicineTelemedicine

Equipments available at SQU for a real-time telemedicine conferencing are: - Digital image capture systems Digital data transmission system Digital data connection Digital data receiver system Digital data display system Storage and archive system Patient information system interface

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TelemedicineTelemedicine

SQUH

OTAnnexMLT OT

Seminar

Skills lab/ multipurpose lab/ Comp. lab

Fiber Optics

Broad Band

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2 Portable Units

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Multi-skill labMulti-skill lab

• DV

•VCR-DV

•DVD

•Visual presenter

Distribution AmplifiersMobile PTZ Cameras

From Remote M

atri

x

Projectors

Remote site channel Sound from remote

site

Mixer Zonal Amplifier

8 Ceiling speakers in each zone

32’’ Plasma - 1 32’’ Plasma - 2 32’’ Plasma - 16

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Annex AV Control RoomAnnex AV Control Room

24 x 24

Matrix

OT Control Room

Multi-skill lab

Multimedia Computer

Computer lab

Seminar Room - Annex

MLT

VC IN

OT Control Room

Multi-skill lab

Multimedia Computer

Computer lab

Seminar Room - Annex

VC IN

MLT

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Security SystemSecurity System

Camera 1

Camera 2

Camera 3

Camera 4

Camera 12

12 CH MUX – 160 GB HD

LAN

Control Key or Keyboard

14”Screen

21”MUX

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Harvey & UMedic

Man-sized medical cardiology patient simulator

Extremely useful teaching tool which helps medical students study cardiology in a novel and very practical way.

Can mimic 27 different heart conditions

Give students "hands-on" clinical experience on the simulator before transferring their skills to the examination of real patients.

Practice taking the pulse, measuring blood pressure and listening to a variety of heart murmurs.

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PixEyes – Ophthalmic Simulator

It simulates diseases of : Retina, Glaucoma & Gonioscopy Realistic handling of contact lens Realistic synthetic images projected into a binocular Adjustments similar to a slit lamp (width, height &

brightness, ..) Accurate simulation of laser ( power, duration,

micromanipulator, etc) Different configuration:

– Teacher– Students– Teacher & Student (ITS)

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Interactive multimedia learning environment

Interview the Patient Has over 250 interview questions in 20 interview categories, ranging from present illness to specific patient history questions. Students are encouraged to form a hypotheses list and then begin relating these hypotheses to pertinent interview questions. Physical Examination

Gives student 18 exam tools that make over 425 physical and neurological exams available. Real heart and breath sounds are presented with each case. Some has digital video presentations.

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Detailed evaluation and Class Comparison 

It allows the instructor to evaluate many elements of the students’ performance. To compare it with the performance of the class as a whole.

The instructor is given the right to view student notes, answers to questions, and the differential diagnosis list. The instructor can obtain immediate feedback regarding learning issues that were possibly overlooked or not obtained by the students.

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Immediate Self-Assessments

Students are given the chance to view their answers and to compare it with faculty criteria for each case.

Student’s data are saved and assessed in respect to diagnosis, considered items, justifying items, competing items, and management.  Student Record

For each student a unique record is created for each case.

This is a valuable tool for assessing individual students and class performance. 

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Define the integration and adoption processDefine the integration and adoption process

Are you using certain educational software in teaching core courses?

Which courses do you think you can teach electronically?

Which courses do you think we should start developing e-learning tools for it?

Does your department has an initial plan on how you may utilize the e-Learning, the multimedia lab, and the telemedicine in teaching core courses?

What pre-requisites students will need on the online courses?

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A multidisciplinary field that concerned with the application of information science and technology to medical education, research and patient care.

It provides training and research to assess, develop, and implement new technologies that will support health care professionals and biomedical scientists.

It is a diverse field that includes computer scientists, educators, and clinicians.

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Future Direction - Medical Informatics Unit

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Provide consultation to medical professionals in the field of medical informatics and the implementation of e-learning

Design and evaluate multimedia instructional courseware for clinical students

Promote and conduct active multi-disciplinary research to broaden medical informatics knowledge and to study the effectiveness of using the latest networking technology products

Serve medical community by providing state of the art Technology for teaching and research

Goals of Medical Informatics Services

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The next step should aim to practically evaluate the effectiveness of different e-learning programs and the type of learning it endorses in order to take advantage of such technologies to produce quality medical graduates.

 

Conclusion

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For more information contact:

Computer & Information Technology CommitteeCollege of Medicine & Health Sciences

Sultan Qaboos UniversityP.O. BOX 35, P.C. 123

Sultanate of OMAN

E-mail: rawahiz@squ.edu.om http://www.squ.edu.om/med/Phone # 00-968-515117 Fax # 00-968-513419

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