APA Summit on Medical Student Education Task Force on Informatics and Technology: Learning About Computers and Applying Computer Technology to Education and Practice
University of Massachusetts Boston, Boston, Massachusetts, United States Academic Psychiatry
(Impact Factor: 0.81).
02/2006; 30(1):29-35. DOI: 10.1176/appi.ap.30.1.29
This article provides a brief overview of important issues for educators regarding medical education and technology.
The literature describes key concepts, prototypical technology tools, and model programs. A work group of psychiatric educators was convened three times by phone conference to discuss the literature. Findings were presented to and input was received from the 2005 Summit on Medical Student Education by APA and the American Directors of Medical Student Education in Psychiatry.
Knowledge of, skills in, and attitudes toward medical informatics are important to life-long learning and modern medical practice. A needs assessment is a starting place, since student, faculty, institution, and societal factors bear consideration. Technology needs to "fit" into a curriculum in order to facilitate learning and teaching.
Learning about computers and applying computer technology to education and clinical care are key steps in computer literacy for physicians.
Available from: Paul Nagy
- "There is consensus among current medical students regarding the need for proper informatics training. A 2006 survey found that 81% of medical students and residents agreed that “teaching of technology skills should be part of my medical curriculum,” while another found that 92% of medical students believed that technology should be taught in medical school.2,3 In addition, a 2006 survey of first and second year medical students at Case Western Reserve University found that students lacked confidence in skills such as “exposure and ability to use clinical information systems,” “accessing databases of clinical information,” and being “knowledgeable about advocacy resources.” "
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ABSTRACT: Are we preparing future generations of physicians with the skills to practice in the information age? Has the health care IT industry matured to the stage that we can standardize training physicians in how to search and synthesize massive databases of clinical information and tease out complex diagnoses based upon scant information? Will literacy in information technology become a differentiator between physicians' abilities? For the proposition of changing existing curriculum in medical schools to incorporate formal informatics training is Michael Chen, a second year medical student at the University of Maryland School of Medicine. Taking the opposing position is Nabile Safdar, M.D., assistant professor of radiology at the University of Maryland School of Medicines.
Available from: Tobias Pukrop
- "Communication AG, Saarbrücken, Germany) was used in order to facilitate asynchronous group discussions and the exchange of documents as suggested by previous studies (Spinello and Fischbach 2004). The module was created according to criteria outlined by Hilty et al. (2006) and Greenhalgh (2001). Postgraduate teachers who were specifically trained to assist the students using the module served as online tutors. "
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ABSTRACT: In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge in cardiology and pneumology. A virtual problem-based learning environment for medical students supervised by postgraduate teachers was created. Seventy-four out of 183 fourth-year medical students volunteered to use the online module while attending a 6-week cardio-respiratory curriculum in summer 2007. Of these, 40 were randomly selected to be included (intervention group); the remaining 34 served as an internal control group. Analysis of all written exams taken during the preceding term showed that both groups were comparable (86.4 ± 1.1 vs. 85.9 ± 1.1%; p = 0.751). Students in the intervention group scored significantly higher in the final course assessment than students allocated to the control group (84.8 ± 1.3 vs. 79.5 ± 1.4%; p = 0.006; effect size 0.67). Thus, additional problem-based learning with an online module as part of an undergraduate cardio-respiratory curriculum lead to higher students' scores in an exam testing factual knowledge. Whether using this teaching format increases overall student motivation to engage in the learning process needs to be further investigated.
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