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Rumi Chunara 10/29/2007 Individual Formative Assessment Modules for Medical Education Rumi Chunara Harvard-MIT Division of Health Sciences and Technology.

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Presentation on theme: "Rumi Chunara 10/29/2007 Individual Formative Assessment Modules for Medical Education Rumi Chunara Harvard-MIT Division of Health Sciences and Technology."— Presentation transcript:

1 Rumi Chunara 10/29/2007 Individual Formative Assessment Modules for Medical Education Rumi Chunara Harvard-MIT Division of Health Sciences and Technology The Fourth Annual Conference of Learning International Networks Consortium Oct. 29, 2007

2 Rumi Chunara 10/29/2007 Acknowledgements Dr. Elazer Edelman (HST) Sarah Henrickson, Iahn Cajigas (HST) Rebecca Scholl (Olin College)

3 Rumi Chunara 10/29/2007 Technology in Medicine medicine: extremely large knowledge base. simulation: provides a venue to rehearse potentially high-stress/high-speed/high-risk situations patient interaction can be rehearsed patient interaction can be delivered (telemedicine) superior patient-care

4 Rumi Chunara 10/29/2007 Technology and Education: Technology in Education, Educational Technology Technology in Medical Education: Educational Technology (all domains): -automate and increase speed of data processing -engage learners and introduce variety into traditional didactic methods -bring learning outside of traditional context OLPC.com simulations of high-speed, difficult to reproduce situations medicalsim.com

5 Rumi Chunara 10/29/2007 Thought Experiment

6 Rumi Chunara 10/29/2007 The Gutenberg Method combines learning resources integrates learning materials can be automated students feel involved in instruction process** Frank L. Lambert. Effective teaching of organic chemistry. Journal of Chemical Education, 40(4):173–174, 1963.

7 Rumi Chunara 10/29/2007 Pedagogy Flow Lecture Problem set Exam Baseline Lecture with Individualized feedback Exam HST Modules Online tutorial

8 Rumi Chunara 10/29/2007 HST 090: Cardiovascular Pathophysiology diverse audience course content: basic science and clinical concepts foundational topics which students report difficulty in mastering early on in course course already incorporates problem sets to encourage preparation before lectures

9 Rumi Chunara 10/29/2007 Module Purposes direct reading feedback for lecturer about student understanding engage students on a complicated topic

10 Rumi Chunara 10/29/2007 Module Implementation open source : high-level Python Web framework that encourages rapid development and clean, pragmatic design of dynamic websites problem based (wealth of resources on topic are already available: textbooks, lecture notes, internet sources) – still include individualized, formative feedback

11 Rumi Chunara 10/29/2007 Design Process Questions: –should be challenging, but straightforward to implement in online format –possible formats considered: multiple choice (text, graphical) short answer (match text) long answer (look for key words) graphical answering (create drawings) analogies useful for understanding and extending concepts to enforce the basic underlying facts require thought on multiple layers of concepts

12 Rumi Chunara 10/29/2007 Capillary Filtration Module Ubiquitous physiological principle: Urine formation Pulmonary congestion Edema

13 Rumi Chunara 10/29/2007 Cardiovascular Physiology Module pressure-volume relationships in the cardiac cycle cvphysiology.com

14 Rumi Chunara 10/29/2007 Effect of Module-based Teaching on Learning Objectives

15 Rumi Chunara 10/29/2007 Appealing to a Diverse Audience: Learning Tool Preference

16 Rumi Chunara 10/29/2007 Module Design (I)

17 Rumi Chunara 10/29/2007 Module Design (II)

18 Rumi Chunara 10/29/2007 Future Outlook Dissemination Implement, refine and examine module Entire course modular structure

19 Rumi Chunara 10/29/2007 Proposal for Distance Education Model


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