Download - Como Scenarios II
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Como Scenarios:Mobile learning @ RVC
Niall Winters and Yishay Mor, London Knowledge Lab
http://www.lkl.ac.uk/como
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Introduction
● Task: Enhance collaborative learning at the RVC using camera phones and participatory media.– Initial scenarios reviewed at the LKL, 14 Nov.
– Initial user consultation at the RVC, 10 Dec
● Analysis of feedback => new scenarios
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Student perspective
● Highly motivated and dedicated to the profession. Seeking ways to improve their learning.
● Concerned about the responsibility they will face as novice clinicians.
● Need to master detailed procedural knowledge for a very broad spectrum of situations.
● Not confident in their knowledge and their peers. Seek authority.
● High study load. Very little free time during rotations (but a lot of dead time).
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Teacher perspective
● More concerned about students' meta-skills:– observation,
– diagnosis,
– analysis
● Want to promote reflective practice and collaborative learning.
● Keeping in touch with students on rotation is a challenge
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Scenario I: Hospital Rotations
● Students in groups of 4-10● One / Two week terms.● Meet with tutor for morning and evening ward
rounds.● Rounds are ~30min, either going from patient
to patient, or in a seminar room.● At morning round, tutor notes issues to monitor,
and these are discussed in the evening.
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Scenario I: technical assumptions
● Students need to maintain case records on the CRIS system.
– Part of clinical practice.
– Legal requirement.
– Used for evaluation.
– CRIS case number is an anonymised UID.● No problem with using camera phones / WiFi in
hospital.
● Can hold evening rounds in seminar room with projector if useful.
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Scenario I: Outline
● During morning round teacher assigns tasks.● Students perform tasks throughout the day,
using mobile to log data. Captured images are tagged with case id.
● Students can also use this data to support case records.
● In evening rounds, students present their findings on the whiteboard.
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Scenario I (i)
Morning rounds:
“See how that bone is jutting out? I wantyou to keep track for swelling and discolouring.”
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Scenario I (ii)
● Student takes pictures throughout the day.
● Uploads them to blog.● Tags them with:
caseID, dog, fracture, swelling
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Scenario I (iii)
● Students uses a quiet moment to add details to the blog postings.
● At the same time uses these as a memory anchor for updating the case record.
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Scenario I (iv)
Evening rounds:
Student presents case progress using the blog posts and a projector. Group reviews the diagnosis and actions taken.
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Scenario II: Cows in Spring
● Large variety of medical conditions to consider.● Long rotation (4 weeks), away from staff.● Might not encounter all the conditions which will
need to deal with in first years of practice.
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Scenario II: outline
● Teachers prepare skeletal “handbook” as a wiki.● Students collect case data and fill in the
handbook.● Teachers verify and edit the handbook at the
end of term.● Students can download the handbook for
reference during early years.
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Scenario II (i)
● Teachers create handbook skeleton on the wiki.
● A structured outline of the issues related to cows in spring.
● Mark slots for “insert X here”
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Scenario II (ii)● Students
capture data as they go about work.
● Upload it to their personal blog, and tag it for location, topics, issues of interest.
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Scenario II (iii)● In the evening /
weekend, students reorganize the data they captured.
● Fill in the blanks in the Wiki using observations and media from their blog.
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Scenario II (iv)
● Other students add their notes / edit / comment on existing entries.
● Different students have different experiences, the wiki is an aggregator.
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Scenario II (v)
● Teachers annotate, edit and validate the wiki.
● At the end of year, freeze an “authoritative” version.
● This version is the starting point for next year's effort.
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Scenario II (vi)● Students / young
practitioners can offload handbook to their mobile device to use it as a field reference.
● Cannot edit the official content
● Can comment / add queries.
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Questions
● Do these scenarios hold water?● Where do they fail / squeak?● How would you change / enhance them?● Any other suggestions?
http://www.lkl.ac.uk/como / [email protected]
(hat tip:http://openclipart.org/media/files/johnny_automatic/ )