The utility of podcasts in Web 2.0 human anatomy
Notice bibliographique
Résumé
The pedagogical approach in medical education seems to have witnessed a paradigm shift within North American institutions. Medicine, an inherently innovative discipline, appears to have resisted any Luddite reluctance and embraced the global Web 2.0 possibilities. The Faculty of Medicine at the University of Ottawa has committed itself to being at the vanguard of technological innovation over the past decade. Established as the nation’s only bilingual medical school, the innovative advances have been designed to facilitate the parallel Anglophone and Francophone educational streams. In view of its historically rote subject matter, the Division of Clinical and Functional Anatomy has implemented podcasting (using digital media files) to complement an ever-expanding integrative curriculum and to synergise the student learning experience. The Faculty of Medicine has reformed its medical curriculum from a conventional discipline-based approach to an integrative, objective-based curriculum. This has involved a reduction in core lecture hours and an increased emphasis on student self-learning and case-based clinical application. The challenge to comprehensively address learning objectives in human anatomy spurred the development and deployment of podcasting to supplement the fundamental delivery of key content. The aim was to advance the technologically progressive focus of the new curriculum and improve the learning scope of human anatomy while maintaining the autonomous student-centred ideal. Anatomy lecturers developed podcasts in French and English as online learning resources to augment student learning capacity. Distinctive podcast lectures reviewing previously presented subject matter and emphasising fundamental concepts were made available online to medical students in Years 1 and 2 in advance of each anatomy laboratory session. The podcasts were easily accessible through the Division of Anatomy’s internal website and were also available on iTunes uOttawa for maximal convenience and usability. Online surveys were constructed to help determine the utilisation patterns and potential benefit of the learning resource. The surveys were administered after specific teaching units to assess the podcast quality and to help improve student efficacy in the acquisition of educational fundamentals. Samples of Francophone Year 1 (n = 42) and Anglophone Year 2 (n = 49) students were used to assess the impact and plausibility of the curricular podcast integration. The notable results of the survey illustrate a positive reception on the part of the participants for the supplementary resource, with 92% of responses indicating the podcasts were ‘very helpful for self-paced learning’. With respect to student utilisation, 89% of the respondents deemed the podcasts an excellent resource for studying anatomy, and 79% embraced the use of the podcasts in examination preparation. The resounding response and student amalgamation of the resource into various independent learning paradigms has increased the demand for more Web 2.0 resources in the teaching of human anatomy and other medical disciplines at the University of Ottawa. The learning return on the relatively inexpensive capital investment is encouraging for the future development of podcasts as a staple resource in human anatomy education.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».