Understanding how students and educators use social media, and their perceptions of its benefits,... more Understanding how students and educators use social media, and their perceptions of its benefits, may lead to opportunities for successful integration of social media to benefit all those involved in medical education. We aimed to explore and describe how medical students use social media in countries across the world, including the extent to which they consume and contribute. 741 students from 8 institutions in 5 countries answered a 16-item questionnaire. The majority of students were using some form of social media, with the most popular application being Facebook. Social communication and entertainment were the most cited reasons for using social media. Students reported valuing social media for educational reasons and, in particular, information and resource sharing between peers. Institution-student interactions were not common amongst medical students and whilst some students reported wanting more of this, others reported that they did not. The paucity of student-institution ...
Medical students undertake extensive training yet often feel they lack the practical non-medical ... more Medical students undertake extensive training yet often feel they lack the practical non-medical skills required for successful transition to internship. While research provides evidence for student perceptions and experiences regarding internship, there is little information regarding how students can be 'taught' work-readiness through learning non-medical skills.
redesign your elearning lectures into learning snacks with attitude! National Moodlemoot 2013 Mel... more redesign your elearning lectures into learning snacks with attitude! National Moodlemoot 2013 Melbourne, Australia "Flipping the classroom", a technology enabled technique whereby the classroom is reversed (Khan Academy, 2004). Participants consume the learning content (theory /video demonstrations) online, before they attend the workshop/lesson. This trend has seen a prolifieration of video lectures or lessons available for students to access online. These examples of content delivery evoke a passive consumption of information…with little thought to instructional design, learning outcomes or behavioural change. The 'flipped classroom' technique, underpinned by best practice in instructional design and appropriate scaffolding can produce a high quality product with positive learning outcomes. This presentation will focus on an innovative teaching program developed at Toowoomba Hosptial to support medical education training. This program utilises the flipped classro...
Aim To demonstrate a blended learning strategy to deliver teaching on the run. METHOD The Medical... more Aim To demonstrate a blended learning strategy to deliver teaching on the run. METHOD The Medical Education Unit at Toowoomba Hospital has redesigned the content and delivery of Teaching on the Run. Six online preparation modules have been developed. These modules focus on the theory, practical teaching strategies and video demonstrations. The new program illustrates reverse instruction or "flipping the classroom", a technology enabled technique whereby the classroom is reversed (Khan Academy, 2004). Participants consume the learning content (theory and demonstrations) before they attend the workshop, freeing up the valuable face-to-face workshop time to focus on the practical skills and to reinforce the online theory. The face to face materials have also been modified to ensure there is no overlap or repetition. The timeframe for the workshop has been reduced to 90 minutes. This approach has been trialled at Toowoomba Hospital, with the delivery of 2 Series (modules 1-6) ...
Aim To implement and evaluate an mlearning strategy designed to improve teaching and learning in ... more Aim To implement and evaluate an mlearning strategy designed to improve teaching and learning in the clinical setting by delivering training at point of care. Method In 2011, final year medical students (n=30) who were about to commence work at Toowoomba Hospital were invited to complete an online survey regarding their mobile learning habits : • use of digital technology to access information and learning • type of mobile devices used • usefulness of mobile learning resources to support their training and likelihood of future access Survey results confirmed a high percentage of mobile access to digital content via smartphones. 100% indicated they would like resources to be distributed in this format. A mobile learning initiative was established to transform the delivery of information to support junior doctors in decision making at point of care. With the transformation of delivery comes transformation of content design. Information presented needed to gain attention quickly, and f...
The recent trend of 'Flipping the classroom" has seen a proliferation of video lectures ... more The recent trend of 'Flipping the classroom" has seen a proliferation of video lectures available for students to access online. These examples of content delivery evoke a passive consumption of information…with little thought to instructional design, learning outcomes or behavioural change. This workshop will provide participants with practical strategies and skills to re-design their content for both online and face to face delivery. Participants will be introduced to the latest instructional design methods, including: Born digital content; Intentional design; Instructional interactivity. Learn how to create your course from scratch through the following techniques: Motivational hooks/authentic tasks; Visual voice; Storytelling; Chunking content; Decision paths and maze like activities; Argument curation; Adaptive feedback The workshop will include: storyboard activity, working online examples, design tips, authoring tools, plus discussion and strategies to redesign the d...
Flipping Simulation – using technology to support a simulated clinical skills program. The flippe... more Flipping Simulation – using technology to support a simulated clinical skills program. The flipped classroom describes a reversal of traditional teaching where students acquire exposure to new material outside of the class room. Class time is then dedicated to assimilating that knowledge through strategies such as problem solving, discussion or debate (Vanderbilt University, Center for Teaching). The flipped classroom technique, underpinned by best practice in instructional design and appropriate scaffolding can produce a high quality product with positive learning outcomes and behavioural change. This presentation will focus on an innovative teaching program developed at The University of Queensland's Rural Clinical School (UQRSC) which supports final year medical students in their transition to the workplace. This program utilises flipped classroom techniques to effectively incorporate engaging online and face to face learning experiences by replicating real workplace practice...
Understanding how students and educators use social media, and their perceptions of its benefits,... more Understanding how students and educators use social media, and their perceptions of its benefits, may lead to opportunities for successful integration of social media to benefit all those involved in medical education. We aimed to explore and describe how medical students use social media in countries across the world, including the extent to which they consume and contribute. 741 students from 8 institutions in 5 countries answered a 16-item questionnaire. The majority of students were using some form of social media, with the most popular application being Facebook. Social communication and entertainment were the most cited reasons for using social media. Students reported valuing social media for educational reasons and, in particular, information and resource sharing between peers. Institution-student interactions were not common amongst medical students and whilst some students reported wanting more of this, others reported that they did not. The paucity of student-institution ...
Medical students undertake extensive training yet often feel they lack the practical non-medical ... more Medical students undertake extensive training yet often feel they lack the practical non-medical skills required for successful transition to internship. While research provides evidence for student perceptions and experiences regarding internship, there is little information regarding how students can be 'taught' work-readiness through learning non-medical skills.
redesign your elearning lectures into learning snacks with attitude! National Moodlemoot 2013 Mel... more redesign your elearning lectures into learning snacks with attitude! National Moodlemoot 2013 Melbourne, Australia "Flipping the classroom", a technology enabled technique whereby the classroom is reversed (Khan Academy, 2004). Participants consume the learning content (theory /video demonstrations) online, before they attend the workshop/lesson. This trend has seen a prolifieration of video lectures or lessons available for students to access online. These examples of content delivery evoke a passive consumption of information…with little thought to instructional design, learning outcomes or behavioural change. The 'flipped classroom' technique, underpinned by best practice in instructional design and appropriate scaffolding can produce a high quality product with positive learning outcomes. This presentation will focus on an innovative teaching program developed at Toowoomba Hosptial to support medical education training. This program utilises the flipped classro...
Aim To demonstrate a blended learning strategy to deliver teaching on the run. METHOD The Medical... more Aim To demonstrate a blended learning strategy to deliver teaching on the run. METHOD The Medical Education Unit at Toowoomba Hospital has redesigned the content and delivery of Teaching on the Run. Six online preparation modules have been developed. These modules focus on the theory, practical teaching strategies and video demonstrations. The new program illustrates reverse instruction or "flipping the classroom", a technology enabled technique whereby the classroom is reversed (Khan Academy, 2004). Participants consume the learning content (theory and demonstrations) before they attend the workshop, freeing up the valuable face-to-face workshop time to focus on the practical skills and to reinforce the online theory. The face to face materials have also been modified to ensure there is no overlap or repetition. The timeframe for the workshop has been reduced to 90 minutes. This approach has been trialled at Toowoomba Hospital, with the delivery of 2 Series (modules 1-6) ...
Aim To implement and evaluate an mlearning strategy designed to improve teaching and learning in ... more Aim To implement and evaluate an mlearning strategy designed to improve teaching and learning in the clinical setting by delivering training at point of care. Method In 2011, final year medical students (n=30) who were about to commence work at Toowoomba Hospital were invited to complete an online survey regarding their mobile learning habits : • use of digital technology to access information and learning • type of mobile devices used • usefulness of mobile learning resources to support their training and likelihood of future access Survey results confirmed a high percentage of mobile access to digital content via smartphones. 100% indicated they would like resources to be distributed in this format. A mobile learning initiative was established to transform the delivery of information to support junior doctors in decision making at point of care. With the transformation of delivery comes transformation of content design. Information presented needed to gain attention quickly, and f...
The recent trend of 'Flipping the classroom" has seen a proliferation of video lectures ... more The recent trend of 'Flipping the classroom" has seen a proliferation of video lectures available for students to access online. These examples of content delivery evoke a passive consumption of information…with little thought to instructional design, learning outcomes or behavioural change. This workshop will provide participants with practical strategies and skills to re-design their content for both online and face to face delivery. Participants will be introduced to the latest instructional design methods, including: Born digital content; Intentional design; Instructional interactivity. Learn how to create your course from scratch through the following techniques: Motivational hooks/authentic tasks; Visual voice; Storytelling; Chunking content; Decision paths and maze like activities; Argument curation; Adaptive feedback The workshop will include: storyboard activity, working online examples, design tips, authoring tools, plus discussion and strategies to redesign the d...
Flipping Simulation – using technology to support a simulated clinical skills program. The flippe... more Flipping Simulation – using technology to support a simulated clinical skills program. The flipped classroom describes a reversal of traditional teaching where students acquire exposure to new material outside of the class room. Class time is then dedicated to assimilating that knowledge through strategies such as problem solving, discussion or debate (Vanderbilt University, Center for Teaching). The flipped classroom technique, underpinned by best practice in instructional design and appropriate scaffolding can produce a high quality product with positive learning outcomes and behavioural change. This presentation will focus on an innovative teaching program developed at The University of Queensland's Rural Clinical School (UQRSC) which supports final year medical students in their transition to the workplace. This program utilises flipped classroom techniques to effectively incorporate engaging online and face to face learning experiences by replicating real workplace practice...
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