Development and Implementation of a Blended Learning Environment on an Inpatient Internal Medicine Team: A Pilot Study

Hdl Handle:
http://hdl.handle.net/10675.2/605638
Title:
Development and Implementation of a Blended Learning Environment on an Inpatient Internal Medicine Team: A Pilot Study
Authors:
Hatzigeorgiou, Christos; Carson, Thaddeus; Wyatt, Tasha; Beidas, Sary ( 0000-0002-6514-0210 )
Abstract:
Development and Implementation of a Blended Learning Environment on an Inpatient Internal Medicine Team: A Pilot Study Hatzigeorgiou C, Carson T, Wyatt T, Beidas S. Background We have witnessed an increase in the use of web-based collaborative software in recent years in undergraduate & graduate education and corporate operations. The notion of “anytime, anyplace” communication is characteristic of the millennial population and has facilitated the growth and integration of a blended or hybrid learning platform. However, there are limited reports and use of this communication platform in medical education. We propose that the setting of a high demand, inpatient clinical rotation with limited face-to-face time are ideal for the use of collaborative software, and expect this integration to positively influence medical education. Methods We set out to explore the practical and novel use of a collaborative software application. We compared the usefulness and functionality of several software options which included standard file sharing on a department hard-drive, Share-Point, Desire2Learn, Cerner “social media” application, and Box. The selected software application was chosen based on ease of use (collaborative & interactive potential), portability (smart phone / tablet operational), alerts, and HIPPA compliance. A post-experience survey tool was developed by our research team to measure the following important areas in medical training: impact on Learning Environment, Communication of Goals, Feedback, and Promotion of Self-Directed Learning. Results Completed surveys by all levels of learners (3rd and 4th yr medical students and all three levels of internal medicine residents) are underway. We anticipate descriptive statistics based on the learners self-assessment and reflection on how a collaborative software application impacts usual operations during an inpatient clinical rotation and its influence on learner growth and development. Conclusion Ultimately we chose Box and have pending survey data based on this “social media” intervention in a busy, high demand clinical environment. We look forward to the results of this innovative use of collaborative software and anticipated positive impact on medical education.
Affiliation:
Department of Medicine
Issue Date:
Mar-2016
URI:
http://hdl.handle.net/10675.2/605638
Type:
Other
Language:
en_US
Description:
Poster presented at the 2016 Health Sciences Education Day
Appears in Collections:
2016 Health Sciences Education Day

Full metadata record

DC FieldValue Language
dc.contributor.authorHatzigeorgiou, Christosen
dc.contributor.authorCarson, Thaddeusen
dc.contributor.authorWyatt, Tashaen
dc.contributor.authorBeidas, Saryen
dc.date.accessioned2016-04-17T19:53:04Zen
dc.date.available2016-04-17T19:53:04Zen
dc.date.issued2016-03en
dc.identifier.urihttp://hdl.handle.net/10675.2/605638en
dc.descriptionPoster presented at the 2016 Health Sciences Education Dayen
dc.description.abstractDevelopment and Implementation of a Blended Learning Environment on an Inpatient Internal Medicine Team: A Pilot Study Hatzigeorgiou C, Carson T, Wyatt T, Beidas S. Background We have witnessed an increase in the use of web-based collaborative software in recent years in undergraduate & graduate education and corporate operations. The notion of “anytime, anyplace” communication is characteristic of the millennial population and has facilitated the growth and integration of a blended or hybrid learning platform. However, there are limited reports and use of this communication platform in medical education. We propose that the setting of a high demand, inpatient clinical rotation with limited face-to-face time are ideal for the use of collaborative software, and expect this integration to positively influence medical education. Methods We set out to explore the practical and novel use of a collaborative software application. We compared the usefulness and functionality of several software options which included standard file sharing on a department hard-drive, Share-Point, Desire2Learn, Cerner “social media” application, and Box. The selected software application was chosen based on ease of use (collaborative & interactive potential), portability (smart phone / tablet operational), alerts, and HIPPA compliance. A post-experience survey tool was developed by our research team to measure the following important areas in medical training: impact on Learning Environment, Communication of Goals, Feedback, and Promotion of Self-Directed Learning. Results Completed surveys by all levels of learners (3rd and 4th yr medical students and all three levels of internal medicine residents) are underway. We anticipate descriptive statistics based on the learners self-assessment and reflection on how a collaborative software application impacts usual operations during an inpatient clinical rotation and its influence on learner growth and development. Conclusion Ultimately we chose Box and have pending survey data based on this “social media” intervention in a busy, high demand clinical environment. We look forward to the results of this innovative use of collaborative software and anticipated positive impact on medical education.en
dc.language.isoen_USen
dc.subjectblended learning environmenten
dc.subjectInternal Medicineen
dc.titleDevelopment and Implementation of a Blended Learning Environment on an Inpatient Internal Medicine Team: A Pilot Studyen_US
dc.typeOtheren
dc.contributor.departmentDepartment of Medicineen
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