Gail Kopp

The value of eJournals to support ePortfolio development for assessment in teacher education

This paper presents findings from a two-year pilot project into the use of ePortfolios as a tool for assessment in a two year, field-oriented, inquiry-based teacher preparation program. Participants consisted of five cohorts of pre-service student teachers and five instructors; interviews, focus groups, artifacts, and project meetings provided the raw data for analysis. The originality of this work rests in the importance of establishing an eJournal to accompany the ePortfolio. Based on our findings in this action research study, we challenge and add to the existing ePortfolio literature around such issues as ePortfolio project design, process vs. product, the use of templates, social software, and documentation. Resume : Cet article presente les resultats d’un projet pilote de deux ans portant sur l’utilisation des portfolios electroniques comme outil d’evaluation au sein d’un programme de preparation des enseignants axe sur la recherche et la pratique d’une duree de deux ans. Les participants se composaient de cinq cohortes d’etudiants en enseignement non encore sur le marche du travail ainsi que de cinq instructeurs; les donnees brutes qui ont ete analysees proviennent d’entretiens, de groupes de discussion, d’artefacts et de reunions de projet. L’originalite de ce travail reside dans l’importance attachee a la creation d’un journal electronique pour accompagner le portfolio. Sur la base de nos conclusions dans cette etude de recherche appliquee, nous remettons en question la documentation existante tout en y contribuant sur des sujets tels que la conception du projet de portfolio electronique, la comparaison du processus et du produit, l’utilisation de modeles, les logiciels sociaux et la documentation.

Web 2.0 and 3.0 affordances for second generation virtual patients

In a recent critical review, Cook and Triola (2009) suggest serious limitations for training via virtual patients. Questioning these conclusions, this paper explores what advanced technologies might offer. The methodology involved a resource analysis to determine Web 2.0 and Web 3.0 affordances of Second Life, in the context of second generation virtual patients (VP2s), understood as simulated patients in 3D clinical scenarios. The paper compares implications across virtual patients, standardised patients and human patient simulators. Results support the argument that VP2s in Second Life could be used to train many aspects of medical competencies and that Second Life affordances of representation, social connectivity and contextualised design could raise the profile of virtual patients on the competency achievement continuum.

Systematic Review of Patient-Specific Surgical Simulation: Toward Advancing Medical Education☆

OBJECTIVE Simulation-based education has been shown to be an effective tool to teach foundational technical skills in various surgical specialties. However, most of the current simulations are limited to generic scenarios and do not allow continuation of the learning curve beyond basic technical skills to prepare for more advanced expertise, such as patient-specific surgical planning. The objective of this study was to evaluate the current medical literature with respect to the utilization and educational value of patient-specific simulations for surgical training. METHODS We performed a systematic review of the literature using Pubmed, Embase, and Scopus focusing on themes of simulation, patient-specific, surgical procedure, and education. The study included randomized controlled trials, cohort studies, and case-control studies published between 2005 and 2016. Two independent reviewers (W.H.R. and N.D) conducted the study appraisal, data abstraction, and quality assessment of the studies. RESULTS The search identified 13 studies that met the inclusion criteria; 7 studies employed computer simulations and 6 studies used 3-dimensional (3D) synthetic models. A number of surgical specialties evaluated patient-specific simulation, including neurosurgery, vascular surgery, orthopedic surgery, and interventional radiology. However, most studies were small in size and primarily aimed at feasibility assessments and early validation. CONCLUSIONS Early evidence has shown feasibility and utility of patient-specific simulation for surgical education. With further development of this technology, simulation-based education may be able to support training of higher-level competencies outside the clinical settingto aid learners in their development of surgical skills.

Embedded or linked learning objects: Implications for content development, course design and classroom use

This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher-designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context-specific examples of issues around repository design, autonomy and self-containment, technical support and granularity. Moreover, these findings have implications for building learning objects and repositories that could better support teachers in their instructional design and pedagogical decision-making. Resume : La presente recherche etudie la possibilite d’effectuer un emboitement et d’etablir des liens avec le contenu existant dans les referentiels sur les objets d’apprentissage et explore l’utilisation par les enseignants-concepteurs des objets d’apprentissage au sein d’un cours de mathematique du secondaire donne dans une ecole en ligne. Cette etude de cas qualitative appuie et vise la litterature sur les objets d’apprentissage et met en avant plan des exemples de questions touchant la conception de referentiels, l’autonomie et l’independance, le soutien technique et la granularite propres au contexte. De plus, ces conclusions ont des repercussions sur l’elaboration d’objets et de referentiels d’apprentissage qui pourraient mieux appuyer les enseignants dans le cadre de leur conception pedagogique et de leur prise de decision touchant l’enseignement.

Design-Based Comparison of Spine Surgery Simulators: Optimizing Educational Features of Surgical Simulators

BACKGROUND Simulation-based education has made its entry into surgical residency training, particularly as an adjunct to hands-on clinical experience. However, one of the ongoing challenges to wide adoption is the capacity of simulators to incorporate educational features required for effective learning. The aim of this study was to identify strengths and limitations of spine simulators to characterize design elements that are essential in enhancing resident education. METHODS We performed a mixed qualitative and quantitative cohort study with a focused survey and interviews of stakeholders in spine surgery pertaining to their experiences on 3 spine simulators. Ten participants were recruited spanning all levels of training and expertise until qualitative analysis reached saturation of themes. Participants were asked to perform lumbar pedicle screw insertion on 3 simulators. Afterward, a 10-item survey was administrated and a focused interview was conducted to explore topics pertaining to the design features of the simulators. RESULTS Overall impressions of the simulators were positive with regards to their educational benefit, but our qualitative analysis revealed differing strengths and limitations. Main design strengths of the computer-based simulators were incorporation of procedural guidance and provision of performance feedback. The synthetic model excelled in achieving more realistic haptic feedback and incorporating use of actual surgical tools. DISCUSSION Stakeholders from trainees to experts acknowledge the growing role of simulation-based education in spine surgery. However, different simulation modalities have varying design elements that augment learning in distinct ways. Characterization of these design characteristics will allow for standardization of simulation curricula in spinal surgery, optimizing educational benefit.