Theme: eLearning |
"Virtual Rounds": an e-learning tool to optimize medical students in-hospital experience | ||||||
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Newly graduated doctors are responsible for most of the emergency and urgent care in Brazil.
However, many sixth-year medical students do not feel prepared for emergency care, reporting insecurity and lack of knowledge as the main factors responsible for this situation.
Furthermore, teaching clinical emergencies during the medical program poses several challenges: clinical cases are complex, there is a large amount of interaction with the multidisciplinary team, there is a need for communication skills and leadership, and there is great demand.
To deal with these challenges, in recent years we have seen the incorporation of new techniques and technologies for learning. The use of the Internet provides many advantages in medical education, such as flexibility, learning based on student needs, disruption of geographical restrictions and simultaneous participation of many students, in addition to the possibility of access even from mobile devices.1,2
In this context, virtual learning environments like the Moodle platform can be used to create various teaching tools such as discussion forums, interactive quizzes and multimedia features, and remain available to students for extended periods.3,4
In this study, we used the Moodle platform as a virtual learning environment. The study ran from November 2011 to October 2012, and 109 students in their sixth year of medical school participated voluntarily.
We created several categories in order to use the largest possible number of resources available on the Moodle platform: discussion forums, interactive quizzes, lessons and hyperlinks. The educational content was based on real clinical cases seen in emergency unit, emergency ward and intensive care unit of Clinical Hospital at UNICAMP. We encouraged the interaction between the students and between students and teachers.
Among the categories of activities, we highlight the VIRTUAL ROUNDS. In weekly discussion forums, a case study based on a real case treated in the emergency department was discussed Monday through Friday. On Monday, we provided initial clinical data on the case and some questions, initially prioritizing the complaints that motivated the patient to seek medical care (examples: headache, chest pain, dyspnea), through which students developed the clinical reasoning to solve the problems presented. In subsequent days, were given the answers to questions from the previous day, new information about the case and new questions. On Friday, the case was closed. At the end of each day's discussion, bibliographic references with hyperlinks to PubMed were provided. The students could post the answers daily, interacting with other students and with teachers.
In addition to the Virtual Rounds, we created other categories of activities:
EXTREME DECISIONS
(Lesson) Each week, based on real clinical cases, discussed in the form of successive multiple-choice questions, from admission to discharge. For each right or wrong answer, the student receives immediate feedback. |
RADIOLOGY CHALLENGES
(Discussion forum) Weekly clinical cases in which the radiology helps in decision making. Test interpretation. |
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QUIZ
Three multiple choice questions per week, interactive, with immediate correction. |
GASOMETRICAL CHALLENGES
(Discussion forum) Monthly interpretation of arterial blood gases in the context of clinical cases. |
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ELECTROCARDIOGRAM CHALLENGES
(Discussion forum) Weekly clinical cases in which the electrocardiogram is critical to decision making. Test interpretation. |
LINKS TO PAPERS
(Hyperlinks) In all categories, the references are made in the form of links to the platform Pubmed, directly to the article main page. |
Click “more details” to view a sample case of “Virtual Rounds”.
Virtual Rounds were widely accepted by students as a way to complement and optimize in-hospital experience and as a study tool for exams.
The creation of a course in a virtual learning environment which is based on real clinical cases and that remain available to students for long periods can be a tool to help overcome the difficulties of teaching Clinical Emergencies.
E-learning tools based on daily medical activities encourages students’ clinical reasoning and should be included among the options available for study and training.
The authors would like to acknowledge technical support of Bruno de Jorge (bruno.jorge@reitoria.unicamp.br), professional in informatics and communication - School of Medical Sciences - UNICAMP.
1. Cook DA, Dupras DM. A practical guide to developing effective Web-based learning. J Gen Intern Med 2004; 19: 698-707.
2. Wong G, Greenhalgh T, Pawson R. Interner-based medical education: a realist review of what works, for whom and in what circumstances. BMC Med Educ 2010; 10: 12.
3. Johnson CE, Hurtubise LC, Castrop J et al. Learning management systems: technology to measure the medical knowledge competency for ACGME. Med Educ 2004; 38: 599-608.
4. Bollela VR, Grec V, Matias AA. Shortening distances: a Moodle plataform supports programme evaluation in internship. Med Educ 2009; 43(11): 1114-5.