Designing a clinical skills training laboratory with focus on video for better learning

Bidragets oversatte titel: Designing a clinical skills training laboratory with focus on video for better learning

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

Resumé

Objective
The principles of apprenticeship in clinical skills training are increasingly being challenged. First, most students are proficient in learning from visual multimedia and will expect this to be part of a modern university education. Second, students will often find visual teaching resources of varying quality on the internet if this is not made available during teaching. The objective of this project was to design a new clinical skills laboratory with IT and video facilities to support learning processes.

Methods
Teaching principles were described before decisions on the design of the skills training laboratory was made. The principles included video in different instructional designs:

1. Teacher-produced video podcasts
2. Group work using video
3. Formative assessment using video
4. Practicing skills using video

Each principle was described using a template focusing on (a) objectives, (b) FAIR principle, (c) description of before-under-after procedures, and (d) requirements specifications. IT-companies were invited to provide technological solutions and make bids.

Results
Four teaching principles were developed with specific IT requirements specifications. The meeting process with IT-companies resulted in novel ideas about laboratory design consisting of “skills training islands” utilizing iPads, AppleTVs, big screens and a secure multimedia server.

Conclusion
We successfully designed and implemented IT and video into a novel ‘easy-to-use’ clinical skills laboratory based on a priori described teaching and learning designs related to active learning principles. This was a complex process involving teachers, IT-experts, e-learning specialists and a variety of university employees.
OriginalsprogEngelsk
Publikationsdato20. okt. 2016
StatusUdgivet - 20. okt. 2016
BegivenhedWFC/ACC Education Conference 2016 - Delta Hotel, Montreal, Canada
Varighed: 20. okt. 201622. okt. 2016

Konference

KonferenceWFC/ACC Education Conference 2016
LokationDelta Hotel
LandCanada
ByMontreal
Periode20/10/201622/10/2016

Citer dette

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title = "Designing a clinical skills training laboratory with focus on video for better learning",
abstract = "ObjectiveThe principles of apprenticeship in clinical skills training are increasingly being challenged. First, most students are proficient in learning from visual multimedia and will expect this to be part of a modern university education. Second, students will often find visual teaching resources of varying quality on the internet if this is not made available during teaching. The objective of this project was to design a new clinical skills laboratory with IT and video facilities to support learning processes.MethodsTeaching principles were described before decisions on the design of the skills training laboratory was made. The principles included video in different instructional designs:1. Teacher-produced video podcasts2. Group work using video3. Formative assessment using video4. Practicing skills using videoEach principle was described using a template focusing on (a) objectives, (b) FAIR principle, (c) description of before-under-after procedures, and (d) requirements specifications. IT-companies were invited to provide technological solutions and make bids.ResultsFour teaching principles were developed with specific IT requirements specifications. The meeting process with IT-companies resulted in novel ideas about laboratory design consisting of “skills training islands” utilizing iPads, AppleTVs, big screens and a secure multimedia server.ConclusionWe successfully designed and implemented IT and video into a novel ‘easy-to-use’ clinical skills laboratory based on a priori described teaching and learning designs related to active learning principles. This was a complex process involving teachers, IT-experts, e-learning specialists and a variety of university employees.",
author = "Lauridsen, {Henrik Hein} and Toftg{\aa}rd, {Rie Castella} and Cita N{\o}rgaard",
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Lauridsen, HH, Toftgård, RC & Nørgaard, C 2016, 'Designing a clinical skills training laboratory with focus on video for better learning' WFC/ACC Education Conference 2016, Montreal, Canada, 20/10/2016 - 22/10/2016, .

Designing a clinical skills training laboratory with focus on video for better learning. / Lauridsen, Henrik Hein; Toftgård, Rie Castella; Nørgaard, Cita.

2016. Abstract fra WFC/ACC Education Conference 2016, Montreal, Canada.

Publikation: Konferencebidrag uden forlag/tidsskriftKonferenceabstrakt til konferenceForskningpeer review

TY - ABST

T1 - Designing a clinical skills training laboratory with focus on video for better learning

AU - Lauridsen, Henrik Hein

AU - Toftgård, Rie Castella

AU - Nørgaard, Cita

PY - 2016/10/20

Y1 - 2016/10/20

N2 - ObjectiveThe principles of apprenticeship in clinical skills training are increasingly being challenged. First, most students are proficient in learning from visual multimedia and will expect this to be part of a modern university education. Second, students will often find visual teaching resources of varying quality on the internet if this is not made available during teaching. The objective of this project was to design a new clinical skills laboratory with IT and video facilities to support learning processes.MethodsTeaching principles were described before decisions on the design of the skills training laboratory was made. The principles included video in different instructional designs:1. Teacher-produced video podcasts2. Group work using video3. Formative assessment using video4. Practicing skills using videoEach principle was described using a template focusing on (a) objectives, (b) FAIR principle, (c) description of before-under-after procedures, and (d) requirements specifications. IT-companies were invited to provide technological solutions and make bids.ResultsFour teaching principles were developed with specific IT requirements specifications. The meeting process with IT-companies resulted in novel ideas about laboratory design consisting of “skills training islands” utilizing iPads, AppleTVs, big screens and a secure multimedia server.ConclusionWe successfully designed and implemented IT and video into a novel ‘easy-to-use’ clinical skills laboratory based on a priori described teaching and learning designs related to active learning principles. This was a complex process involving teachers, IT-experts, e-learning specialists and a variety of university employees.

AB - ObjectiveThe principles of apprenticeship in clinical skills training are increasingly being challenged. First, most students are proficient in learning from visual multimedia and will expect this to be part of a modern university education. Second, students will often find visual teaching resources of varying quality on the internet if this is not made available during teaching. The objective of this project was to design a new clinical skills laboratory with IT and video facilities to support learning processes.MethodsTeaching principles were described before decisions on the design of the skills training laboratory was made. The principles included video in different instructional designs:1. Teacher-produced video podcasts2. Group work using video3. Formative assessment using video4. Practicing skills using videoEach principle was described using a template focusing on (a) objectives, (b) FAIR principle, (c) description of before-under-after procedures, and (d) requirements specifications. IT-companies were invited to provide technological solutions and make bids.ResultsFour teaching principles were developed with specific IT requirements specifications. The meeting process with IT-companies resulted in novel ideas about laboratory design consisting of “skills training islands” utilizing iPads, AppleTVs, big screens and a secure multimedia server.ConclusionWe successfully designed and implemented IT and video into a novel ‘easy-to-use’ clinical skills laboratory based on a priori described teaching and learning designs related to active learning principles. This was a complex process involving teachers, IT-experts, e-learning specialists and a variety of university employees.

M3 - Conference abstract for conference

ER -