seminar on learning resources

1. • Learning Resources
• Teaching Resources
• Teaching/Learning Resources

2. Today's medical educators are facing different
challenges than their predecessors in teaching
tomorrow's physicians.
The Impact of E-Learning in Medical Education
Ruiz, Jorge G. MD; Mintzer, Michael J. MD; Leipzig, Rosanne M. MD, PhDAcademic
Medicine: March 2006 - Volume 81 - Issue 3 - pp 207-212
[Google Scholar]

3. Group Work
Objectives:
• At the end of this session we should be
able to:
• Define learning resources.
• List learning resources
• List the principles of using it.

4. Learning Process
Brain Areas involved in Different Types of Memory Jeanette J. Norden, Ph.D. Professor Emerita
Vanderbilt University School of Medicine .

5. The learning process
• Attention
• Perception
• Memorization
• Transfer and application.
• A life long process
– Van Parijs, Abraham B. Teaching tools for health professionals. Teaching and Learning
Materials in Leprosy. Belgium. 1993.

6. "Learning is one of the most important survival strategies
of humans and animals. The transfer of knowledge is all
the more efficient the more descriptive, structured, creative
and surprising the contents are prepared and the more
senses are addressed. "
Dr. Antina Lübke-Becker, Institute of Microbiology and Epizootics, Center for
Infection Medicine, Veterinary Faculty, Free University of Berlin

7. Define Learning
• The process by which relatively permanent
changes occur in behavioral potential as a
result of experience. (Anderson)
• The process of acquiring knowledge,
attitudes, or skills from study ,instruction,
or experience. (Miller &Findlay)

8. Define Resources

9. What are learning resources?
• The inputs used in the process of acquiring
knowledge, attitudes, or skills from study
,instruction, or experience.
• Those materials which the teacher employs to
facilitate the teaching/learning process.
– Cox KR, Ewan CE (Eds). The resources: Introduction, Medical
Teacher, Churchill Livingstone. 1982.

10. Learning Resources
» Non electric
– Books
– Handouts
– Chalk and board
– Makinins
– Models
– Flip charts
» Electric
– Over head projector
– Slide projector
– Computer
– E-learning

12. Have you used these?

14. Overhead Chalk board
• Costly
• Movable
• Transparencies
prepared before
• Clean
• Needs electricity
• Face audience
always
• Cheap
• Fixed
• Written during class
• Dusty
• Only day light
• Back facing during
writing

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17. Tips to presenter:
Easy to read an entire Power Point slide verbatim (we
forget audience, they are not in Kindergarten)
It controls the presenter.
Too easy to make, cut and paste method.
It makes you look like you don’t know what you are
talking about put the audience to sleep.

18. Manikin based simulations

19. Hand Held
Remote
Control
ECG Rhythms
Defibrillation
Capable
Sounds
Auscultation
Blood Pressure
and Pulses
Scenarios
Events Logging

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Can’t hear..
Can we
all
examine
this
small
child?

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22. The two options
Scenario 1
• Brief contact
• Passive role
• Time limited
• Inexperienced
• Unplanned encounter
• Real situation
• Unknown patient
Scenario 2
• Prolonged contact
• Active role
• Time committed
• Experienced
• Planned encounter
• Simulated situation
• Known patient

23. Alternatives
• More months
• Less students
• Manikins
• Computerized
• Simulated patients / parents

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In 2005 Department
of Child Health, IOM
Introduced simulated
parent for pediatric
history taking.
2005

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Simulated Guardian

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SLOTNICK HB. How doctors learn: physicians’ self directed
learning episodes. Acad Med 1999 Oct;74(10):1106–17.

32. 32
Marianna et al. Learning to use learning resources
During medical school. J Med Libr Assoc (2005)

33. 33

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Use of learning resources by self-directed
learners requires a number of skills defined
by Knowles as the ability to:
(1) identify resources,
(2) design a plan for resource use,
(3) make resources available, and
(4) work well with teachers, peers, and
other resource persons.
KNOWLES MS. Fostering competence in self-directed learning. In:
Smith RM, ed. Learning to learn across the life span. San
Francisco, CA: Jossey-Bass Publishers, 1990.

35. 35

36. Define Learning
• The process by which relatively permanent
changes occur in behavioral potential as a
result of experience. (Anderson)
• The process of acquiring knowledge,
attitudes, or skills from study ,instruction, or
experience. (Miller &Findlay)

37. ‘‘Learning resources’’ include the time and energy
available for mastering new skills and knowledge and
the social support needed for learning.
‘‘Those human and material resources that
provide learners with the facts, principles,
and experiences necessary to realize meaningful
learning out- comes.’’
J Med Libr Assoc 93(2) April 2005

38. 6
You only see what you know……………………………..

39. 39
Google was founded by Larry
Page and Sergey Brin while they
were Ph.D. students at Stanford
University. They incorporated
Google as a privately held
company on September 4, 1998

40. 0
500000
1000000
1500000
2000000
2500000
3000000
1978-
85
1994-
2001
MEDLINE articles
Number of pages
Rise in the number of articles

41. 41

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47. I went to the hospital and there was one lady who was
diagnosed with […] and I didn’t know what it was. So I looked
it up what it was and there was a nice picture. (2)
If we are confused we just take it [mobile phone] and look on
the internet. […] we are in the hospital, walking around. (2)
I use it during my postings when I want to look into a topic
when I don’t have access to books. When I am in the OP for
example I don’t have the book so I go to the mobile. And other
times when I’m in the library and read the book but need a
picture of a certain topic so I look for the topic. (1)
1. Abdul SS, Lin CW, Scholl J, Fernandez-Luque L, Jian WS, Hsu MH, Liou DM, Li YC. Facebook use
leads to health-care reform in Taiwan. Lancet 2011; 377: 2083–2084
[Google Scholar]
2. Ajuwon G. Computer and internet use by first year clinical and nursing students in a Nigerian teaching
hospital. BMC Med Inform Decision Making 2003; 3: 10–16
[Google Scholar]
E-learning resources: what students say…

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Suggested further reading
• Farrow R. ABC of learning and teaching in medicine,
Creating teaching materials. BMJ. 2003;326:921-
923.
• Cannon R, Newble D. A handbook for teachers in
universities and colleges. London: Kogan.
• NewbleDI, Cannon R. A handbook for medical
teachers. Dordrecht, Netharlands: Kluwer Academic.
• Kemp JE, Dayton DK. Planning and producing
instructional media. New York: Harper and Row.
• Hartley J. Designing instructional text. Londan:
Kogan.

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This
presentation is freely
available on
prsharma.com.np

50. Traditional instructor-centered teaching is yielding to a learner-
centered model that puts learners in control of their own
learning. A recent shift toward competency-based curricula
emphasizes the learning outcome, not the process, of education.3
E-learning refers to the use of Internet technologies to deliver a
broad array of solutions that enhance knowledge and
performance.4,
It has gained popularity in the past decade; however, its use is
highly variable among medical schools and appears to be more
common in basic science courses than in clinical clerkships.6,7

51. E-learning is also called Web-based learning, online learning,
distributed learning, computer-assisted instruction, or
Internet-based learning.
Faculty, administrators, and learners find that multimedia e-learning
enhances both teaching and learning.
Learning delivery is the most often cited advantage of e-learning
and includes increased accessibility to information, ease in updating
content, personalized instruction, ease of distribution,
standardization of content, and accountability.4,5
An additional strength of e-learning is that it standardizes course
content and delivery; unlike, for instance, a lecture given to separate
sections of the same course.
Moreover, e-learning can be designed to include outcomes
assessment to determine whether learning has occurred.11

52. The effectiveness of e-learning has been demonstrated primarily
by studies of higher education, government, corporate, and
military environments.
Studies in both the medical and nonmedical literature have
consistently demonstrated that students are very satisfied with e-
learning.11,22
The integration of e-learning into existing medical curricula
should be the result of a well-devised plan that begins with a
needs assessment and concludes with the decision to use e-
learning.32
he Impact of E-Learning in Medical Education
Ruiz, Jorge G. MD; Mintzer, Michael J. MD; Leipzig, Rosanne
M. MD, PhD
Academic Medicine: March 2006 - Volume 81 - Issue 3 - pp
207-212

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Annual number of MEDLINE articles
increased 46%, from an average of
272,344 to 442,756 per year, and the
total number of pages increased from
1.88 million pages per year during 1978
to 1985 to 2.79 million pages per year
between 1994 to 2001.

54. The professional practice of medicine is
predicated on:
self-directed, lifelong learning.
It is critical that those responsible for
teaching physicians-in-training understand
the skills necessary for self-directed learning
and have programs in place introducing and
developing these skills.

55. Educational approaches:
Traditional vs recent trends:
Traditional teaching
• Didactic: passive teaching.
• Content given, stress on
memorization and testing.
• Provider centered,
• Disease pathogenesis
stressed.
• Knowledge focused.
Recent trends
• Participatory: active process.
• Process driven, stress on
practice and experiences.
• Patient centered: Application,
biopsychosocial interactions
stressed.
• Behaviour oriented
• Academic Calendar/Blue Print/
Performance objectives

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1.It is inseparable from learning to address
problems during medical school and residency.
2. It includes identifying useful resources,
developing strategies for a given resource,
making a resource available, and integrating
information provided by different resources.
Learning to use learning resources:

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3. It has four stages: scanning, evaluation, learning,
and gaining experience.
4. It involves using curricula, orientation sessions,
senior colleagues, and peers during scanning and
evaluation stages; two subsequent stages occur
largely through practice and reflection on practice.
Learning to use learning resources:

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5. It requires years to progress through the
stages; progress occurs with development of
critical thinking and reflection skills.
6. It is affected by the first experience of using
a learning resource.
7. It can have the barriers of lack of time, habit,
and need to accommodate schema.
Learning to use learning resources:

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Student's Learning. Resources Teachers
Perspective. perspective