Using the flashcards can also increase the amount that students remember and the efficiency with which they commit information to memory.
In other words, this user-friendly, self-paced technology allows students to remember more and do it faster.
Adaptive flashcards do some of the planning for students, improving on what they would come up with on their own.
As class sizes increase, wikis offer the possibility of making large classes feel more intimate. A., Director, Standardized Patient Program Through the Standardized Patient Program, students interact with simulated patients to enhance their clinical skills.
Considered together, these tools also help faculty gain important insights into their students’ thinking and learning. METI Learning Space helps students improve performance by obtaining faculty feedback on their history taking, physical exam, and clinical communication skills.
This methodology can be adapted to any discipline that requires learners to develop skills in interpersonal communication or interviewing. D., Supervisor, Uof L Hospital Chaplaincy Service; Tara Schapmire, Ph.
D., Assistant Professor, Interdisciplinary Program for Palliative Care and Chronic Illness, Division of Internal Medicine; Barbara Head, Ph.
This allows faculty to experiment with methods to present patient cases to students for in-class discussion, or for eventual simulated patient cases that can be performed using the Simulation Center’s patient mannequins. These videos can be used by professors to review basic course content, orient the students to online materials, expose students to "real-life" situations outside of the classroom, or for a variety of other applications. Miller is currently using Camtasia videos in the School of Dentistry to allow students to review basic physiology concepts prior to lecture. The case, based on a true story, is delivered online to students and followed by a face-to-face discussion session.
In an IRB-approved study, the use of Camtasia videos (as part of online review modules) resulted in statistically significant gains in performance in three different sections of the course. D., Assistant Professor, Office of Graduate Medical Education; Pradip Patel, M. Developing the production allowed media professionals to work with academicians to develop new learning material that had the necessary emotional impact to engage learners.
Kevin Martin, Director of Operations, Paris Simulation Center The Paris Simulation Center strives to develop a beneficial symbiotic relationship that presents educational material in a different manner to improve understanding without adding instructional complexity or increased instructional time.
“MUSE 2.0” is a software package used to create patient physiology for simulation cases taught in the Simulation Center.
The modules have been developed by several members of i COPE's interdisciplinary faculty and use video, web links, and self-evaluation testing.
Soft Chalk's applications provide an interactive format and allow students to self-test themselves on content.
This software installs on a desktop or laptop computer of select faculty who work with the Paris Simulation Center. D., Associate Dean for Diversity Initiatives and Community Engagement, Assistant Professor, Department of Leadership, Foundations & Human Resource Education When academicians works with artists, we all get an interdisciplinary "boost" that helps us see instructional elements in a new ways.