Figure 5
Citations
... In the context of teaching, videos are a powerful tool to demonstrate situations that are difficult to explain in words, to see theory applied to practice or (through video demonstrations) create enthusiasm and confidence in the viewer regarding the use of new practices and strategies (Reyna et al. 2010). Videos allow students to replay events as many times as they need and thus extract essential features that escaped them on the first viewing. ...
Pathophysiology describes and explains the physiological dysfunctions that occur in human diseases. Pathophysiology is content heavy, often leading to medical/biomedical science students adopting a surface approach to learning. To encourage more engagement, we developed clinical simulation practical classes using manikin patients. Students considered these were more effective than paper-based case studies. However, they found the first encounter with the manikins daunting. In addition, they did not have a strong sense of responsibility towards the outcome of their treatment choices largely because they recognized this as a simulated experience. Video is a powerful teaching tool to demonstrate situations that are difficult to explain in words, to see theory applied to practice or create enthusiasm and confidence in the viewer regarding the use of new practices. In this study, we evaluated the effectiveness of exposure to a video scenario, in which a high-fidelity manikin was used as the ‘patient’, before the students’ own interactions with the manikin in later classes. Survey results suggested that the students felt more engaged with the case study. They felt the video helped them appreciate aspects of clinical communication and prepare for their time in the simulation laboratory interacting with the manikin. They saw the video as a useful addition to the written case study notes. Their criticisms were mainly around the production quality. This study supports the use of video scenarios as a valuable adjunct to the teaching of pathophysiology to medical/biomedical science students when using either paper- or simulation-based case studies.
... The project had two phases. The first was technical implementation, which was documented in a previous paper (Reyna et al., 2010). The second phase focused on implementation within course units and on students' experience, using digital video produced inhouse by the digital media team in collaboration with academics. ...
In January 2009 the School of Education, University of Western Sydney decided to appoint an e-learning officer with the aim of improving the quality of online learning environments across course units. The e-learning officer had built a strong relationship with 45 academics across two campuses, with a positive impact on the application of university e-learning basic standards improving look and feel, information architecture, usability and accessibility of online units. Academics successfully integrated technological tools such as slidecasts, Google Docs, digital video and blogs into existing curricula and teaching contexts. This translated into an enhanced learning experience for our students. Significant aspects of the success of this experience included the provision of high quality educational design, empowerment of staff to experiment, staff development via workshops and one-on-one support, development of resources for academics to facilitate online teaching and learning, training of students in the use of technological tools, and strong focus on their learning experience monitored by reflection and research. We believe morale has increased in the School, especially in relation to online teaching, since the appointment of the e-learning officer. People seem to be more connected, are more open to change, and enthusiastic about trying new things, and are learning more about technology and what is available to them. There is more awareness about holistic approaches to online learning and how websites affect the student experience. We believe we have created significant attitudinal change.
... Digital video provides a natural medium for enhancing the sense of context and realism in case studies. It can capture the complexity of real life scenarios and allow students to replay events as many times as they need and absorb important features that escaped them on first viewing (Reyna, 2010). ...
The National Prescribing Curriculum (NPC) is a series of case-based modules that mirror the decision-making process outlined in the World Health Organisation's Guide to Good Prescribing. The emphasis is on learners building their own formulary of preferred drugs for specific conditions thereby enabling them to prescribe confidently and rationally. The modules were developed to overcome shortfalls in basic pharmacological knowledge and prescribing skills as identified by junior hospital doctors. Problem Base Learning (PBL) has been used as pedagogical approach for the modules and includes real life case scenarios, authentic tasks and expert peer feedbacks. Learners can access the modules at their own pace and also can revisit them upon completion. We report for the first time students " perceptions of the NPC as learning resource and usability issues, and how academics are embedding the NPC modules into their units. We also discuss limitations and possible areas of improvement.
NPS MedicineWise NPS MedicineWise and the Australian Commission on Safety and Quality in Health Care (ACSQHC) have launched a series of online learning modules designed to help combat antibiotic resistance in hospitals. The aim of the modules is to fill a previously unmet need for an online teaching resource on a common curriculum for hospitals and universities. The modules address specific areas where antibiotic use in hospitals needs improvement. Problem Based Learning has been used as pedagogical approach for the modules. Clinical scenarios are presented with a logical progression of tasks including clinical assessment and diagnosis, investigations, interpretation of results, and antibiotic selection. Expert advice and feedback has been incorporated at each step, helping to improve learning outcomes. Learners can access the modules at their own pace and revisit them upon completion. We report, for the first time, participants' perceptions of the antimicrobial modules as learning resource, usability issues, and possible areas of improvement.
