computers in medical education. roles of computers in medical education provide facts and...
TRANSCRIPT
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Computers in Medical Education
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Roles of computers in medical education
• Provide facts and information
• Teach strategies for applying knowledge appropriately in medical situations
• Encourage the development of lifelong learning skills
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Goals
• Students must learn about physiological processes
• Must understand the relationship between observed illnesses and underlying processes
• Must learn to perform medical procedures
• Must understand the effects of interventions on health outcomes
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Basic curriculum
• Premedical requirements• Medical school
– Basic• Physiology• Pathophysiology
– Clinical
• Residency• CME
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Teaching strategies
• Lecture
• Interactive– Classroom
• Socratic
• Problem based learning
– Bedside• See one, do one, teach one
• Explicit teaching
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Process
• Presentation of a situation or body of facts containing core knowledge
• Explanation of important concepts and relationships
• How does one derive the concepts• Why they are important• Strategy for guiding interaction with the
patient
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Weaknesses of traditional approach
• Rapid knowledge growth
• Reliance on memorization rather than problem solving
• Reliance on lecture method– Passive recipients vs active
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Terms
• Computer assisted learning
• Computer based education
• Computer assisted instruction
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Advantages of computers in medical education
• Computer can augment, enhance or replace traditional teaching methods– Rapid access to body of information
• Data
• Images
• Immersive interfaces
– Any time, any place, any pace– Simulated clinical situation
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Advantages
• Interactive learning– Active vs. passive solving
• Immediate student specific feedback– Correct vs. incorrect, tailored response
• Tailored instruction– Focus on areas of weakness– Request help in interpretation
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Advantages
• Objective testing– Permits standardized testing– Self-evaluation
• Fun!
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Experimentation
• Safe exploration of what-if in a well done scenario– You can do things with simulated patients you
can’t do with real ones
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Case variety
• The ability to experience disease scenarios one otherwise wouldn’t see– Simple: diabetes– Complex: multiple disease, multiple
medications
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Time
• Manage diseases as they evolve over time– Rapidly evolving problems– Chronic diseases
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Problem-solving competency
• Book smart vs. real-world
• Memorization vs. thinking
• Testing
• Right answer vs. cost-effective vs. safest vs.quickest (fewest steps)
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Board examinations
• USMLE test
• CME testing
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History of CAI
• Pioneering research in the 1960’s– Ohio State
• Tutorial evaluation system– Constructed choice, T/F, multiple choice, matching or
ranking questions
– Immediate response evaluation
– Positive feedback
– Corrective rerouting
• Authoring language
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History
• Barnett MGH 1970– Simulated patient encounters
• 30 simulated cases
– Mathematical modeling of physiology• Warfarin, insulin, Marshall
– Dxplain
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History
• University of Illinois– Computer aided simulation of the patient
encounter• Computer as patient
• Natural language encounter
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History
• Illinois 1970’s– Programmed logic for automated teaching
(PLATO)• Plasma display (required specialized equipment)
• Combination of text, graphics and photos
– TUTOR authoring language
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History
• University of Wisconsin– Used simulated case scenarios and estimated
the efficiency of the student in arriving at a diagnosis (cost-effectiveness)
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History
• Initial installations site limited
• Subsequent modem dial-up
• Proliferation of medical CAI, CME development entities
• Development of the internet– Initial material bandwidth limited– Increasing use of streaming video
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Modes of CAI
• Drill and practice– Material presented with immediate testing– Grading and progress or loop back– Poor students benefit
• Didactic– Lecture with the advantage of time and place
independence– No questions– Howard Hughes Institute – Penn site
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Modes
• Discrimination learning– Many clinical situations require practitioner to
differentiate between different clinical manifestations
• 3 days cough and fever
• Red rash
– Computer can help the student learn to recognize subtle differences
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Modes
• Exploration vs. structures interaction– Hyperlink analogy– Requires feedback/guidance
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Modes
• Constrained vs. unconstrained response– Student may have a pre-selected set of possible
response (learn to answer questions)– Student may be able to probe system using
natural language
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Modes
• Constructive– Put the body together from pieces of anatomy
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Simulation
• Static vs. dynamic
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Static simulation
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Dynamic simulation
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Feedback and guidance
• Feedback– Correct vs. incorrect– Summaries– References
• Guidance– Tailored feedback– Hints– Interactive help
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Intelligent tutoring
• Sophisticated systems can– Intervene if a student goes down an
unproductive path– Gets stuck– Appears to misunderstand a detail– Mixed initiative systems– Coaching vs. tutoring
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Graphics and Video
• Storage of images, video etc as part of a multimedia stream– General appearance– Skin lesions– Xrays– Sounds (cardiology, breath sounds)
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Authoring systems
• Generic authoring systems– McGraw Hill, Boeing– Simple (constraints) vs. comprehensive
(difficult to master)
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Examples
• USMLE
• Lister Hill
• Stanford anatomy
• Digital anatomy
• Penn curriculum
• Medical matrix
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Continuing medical education
• Echo
• PAC
• CME
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Simulators
• ACLS
• Visible human
• Eye simulator
• Other simulators
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Future
• Forces for change
• Impediments– Cost– Immaturity of authoring tools– Bandwidth– Barriers to sharing
• Institutional jealousy
• Copyright
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Future
• Lack of standard approach– Authoring software– Platform
• Explicit integration of CAI into curriculum
• Access to PC’s and LAN