Dear all,
I chose the peripheral signs block in second year medical students' curriculum for analysis. The reason was about 25% of students of the whole class failed the written component of this block. The written test is based on patient's case scenario where students have to interpret patient's blood results and answer the cause of the pathology. Therefore, I need to do needs analysis with students about it. I am thinking of asking students to complete the questionnaire about their challenges concerning written test (what are they finding difficulty?). In addition, I would also include questions about whether students have access to internet facilities and they are willing to participate in chat room discussion or not.
In this way I can know whether there is a need to integrate e-learning in the block. The e-learning is a good option in this regard as there is no other extra time available in the students' academic timetable.
Any suggestions are welcomed.
Hi Yamin
ReplyDeleteI like your idea of using a questionnaire to obtain information about the needs of the course. Last night you suggested that you would like to use Blackboard for your study and i think that will work quite well, especially because Blackboard provides the option for blogs with exclusivity to whom might see the blog.
Be careful when you administer the questionnaire. Do not wait till the last day that you see the students, as they might rush the questionnaire just to get finished and you then might not get all the helpful information you were hoping to get. Just an idea
I agree that your analysis should include what the students feel is the cause of the difficulty in the exam. What are you going to do if they state that they are not sure why they struggle, or if they don't realise that they are struggling?
ReplyDeleteRemember, it is a possibility that your students may not recognise that they have a problem and that it may in fact be the way that the content is delivered in the first place. In that case, your analysis should include the current teaching and learning interaction involved in the module already. How is the content being taught? Are patient cases part of the teaching activity? Are you discussing example patient cases in class and helping them understand the clinical reasoning process?
Perhaps consider tools that could help with clinical reasoning........
I was having similar question what if student have negative attitude towards my proposal of on-line discussion forum.
DeleteThe current teaching do not involve case discussion, it was purely theory explanation from different departments (physiology, medicine, chemical pathology, etc) as it is integrated theme. I am focusing on the topic "Jaundice". As a group exercise, 5 students clerk one Jaundice patient in the hospital and submit a case report in the peripheral signs block. In addition, each student has to clerk one Jaundice either in the community or in the hospital and write a case report at the end of second semester. Therefore, patient cases were never discussed as part of teaching activity. This is the reason I want to use blended e-learning for case discussion.
You are starting to answer your own question here, as to what the problem is. If you are never using case discussion in class, if all the lecturers aren't explicitly pointing out the connections.....it can be very difficult for the students to see those connections. Perhaps your intervention could be more directed towards the TEACHING side than the LEARNING side.....e.g. work on creating a method of presenting the current content using technology that explicitly points out how they are connected and linked to cases. Concept maps are brilliant for those types of activities.
DeleteRemember, I make suggestions and pose questions, but ultimately, it should still be your choice of what you want to do.
Dear Yamin
ReplyDeleteI am also in the process of analysis with regards to how get students to better understand and interpret case studies. I have used student assignment results over the year to provide an overall indicator pf performance. Their written assignments are largely based on case study analysis. I am also interviewing the other educators involved with the teaching of technologists to identify what they can add as an innovative strategy for e-learning. Maybe involve other educators in your field as well that may add value to this exercise. Regards. Vanitha
Thanks Vanitha,
DeleteI had informal interview with other lecturer about my idea of incorporating on-line discussion forum about the case studies. They also think that it's a good idea and could implement it in my context.
Dear Yamin
ReplyDeleteI like the idea and I think it is possible. I have learnt something during my evening readings today. It is about the link between type of content to be taught and the strategy of facilitation learning of the content which in this case is E-Learning. Does the strategy address all components required to meet the overall objectives of the e-learning strategy?
Just thought of sharing this!
You are making a very valuable point, Beloved. If you are bringing in an electronic intervention, you have to be sure it is not jut an add on, as this will most likely result in students not being open to it.
DeleteDear Yamin
ReplyDeleteI like the idea and I think it is possible. I have learnt something during my evening readings today. It is about the link between type of content to be taught and the strategy of facilitation learning of the content which in this case is E-Learning. Does the strategy address all components required to meet the overall objectives of the e-learning strategy?
Just thought of sharing this!
Hi Beloved,
DeleteThanks for bringing up this point. This e-learning innovation is align with the outcomes of the module so yes, the strategy address the overall objectives.