The Effect of Applying Online PBL Case System to Multiple Disciplines of Medical Education

Teaching cases in medical education are often exhibited through various professional angles, but for patientcentered teaching cases, the division of labor among different specialties is even more important. However, general medical education platforms cannot provide such mechanisms for physicians. Thus, this study adopted a clinical medical education platform “HINTS” to establish a patient-centered interdisciplinary medical/clinical education mechanism for medical students to obtain a more holistic thinking process in practical training for clinical medicine. Additionally, rule-based and document-view methods were administered to successfully establish methods to edit and present teaching cases, installing them on “HINTS.” The results of the preliminary experimentation show that applying online PBL case system can be very beneficial for the learning effects of medical students.

[1]  Tim Dornan,et al.  A web‐based presentation of an undergraduate clinical skills curriculum , 2003, Medical education.

[2]  H. Schmidt,et al.  The psychological basis of problem‐based learning: a review of the evidence , 1992, Academic medicine : journal of the Association of American Medical Colleges.

[3]  Cameron Richards,et al.  Distance Education, On-Campus Learning, and E-Learning Convergences: An Australian Exploration , 2002 .

[4]  H. K. Huang.  PACS : basic principles and applications , 1999 .

[5]  Andreas Holzinger,et al.  Learning performance with interactive simulations in medical education: Lessons learned from results of learning complex physiological models with the HAEMOdynamics SIMulator , 2009, Comput. Educ..

[6]  G. Maudsley.  The limits of tutors' comfort zones with four integrated knowledge themes in a problem‐based undergraduate medical curriculum (Interview study) , 2003, Medical education.

[7]  Andrew F. Seila.  Medical education as a model for simulation education , 2000, 2000 Winter Simulation Conference Proceedings (Cat. No.00CH37165).

[8]  Yu-Chuan Li,et al.  Curriculum for building medical resources on the Internet - experience in Taiwan , 1999, Int. J. Medical Informatics.

[9]  Max Giardina,et al.  Designing a Framework for the Implementation of Situated Online, Collaborative, Problem-based Activity: Operating within a Local and Multi-Cultural Learning Context , 2002 .

[10]  Ann Marie Kimball,et al.  International distance-learning outreach: the APEC EINet experience , 2003, Int. J. Medical Informatics.

[11]  Michael G. Kienzle,et al.  Tele-Education in a Telemedicine Environment: Implications for Rural Health Care and Academic Medical Centers , 1999, Journal of Medical Systems.

[12]  William J. Clancey,et al.  Knowledge-based tutoring: the GUIDON program , 1987 .

[13]  Parvati Dev.  Tutorial: Imaging and Visualization in Medical Education , 1999, IEEE Computer Graphics and Applications.

[14]  J. M. Brittain,et al.  Education, training and the development of healthcare informatics , 2000 .

[15]  D. Dalen,et al.  Understanding Educational Research , 1979 .

[16]  N. E. Gronlund.  Measurement and evaluation in teaching , 1965 .

[17]  M. Malloy.  Enhanced Web-Based Otitis Study Case vs Simple Paper-Case: Impact on Medical Student Objective Structured Clinical Exam (OSCE) Performance , 2002, Medical education online.

[18]  Lih-Shyang Chen,et al.  Document-View-Presentation Pattern , 1999 .

[19]  E. Lemaire,et al.  Continuing education in physical rehabilitation using Internet-based modules , 2002, Journal of telemedicine and telecare.

[20]  Stephen T. C. Wong,et al.  Digital Teaching Files in Diagnostic Imaging , 1999, IEEE Computer Graphics and Applications.

[21]  J. Best,et al.  Research in Education , 1966, Nature.