Michael Begg

What medical educators need to know about "Web 2.0".

“Web 2.0” describes a collection of web-based technologies which share a user-focused approach to design and functionality, where users actively participate in content creation and editing through open collaboration between members of communities of practice. The current generation of students in medical school made Web 2.0 websites such as Facebook and MySpace some of the most popular on the Internet. Medical educators and designers of educational software applications can benefit from understanding and applying Web 2.0 concepts to the curriculum and related websites. Health science schools have begun experimenting with wikis, blogs and other Web 2.0 applications and have identified both advantages and potential problems with these relatively open, student-focused communication tools. This paper reviews the unique features of Web 2.0 technologies, addresses questions regarding potential pitfalls and suggests valuable applications in health science education.

Leveraging game-informed healthcare education

The perceived potential of computer games to afford healthcare teachers new, innovative approaches to designing compelling experiential learning activities continue to grow apace. This paper considers the current ‘state of play’ with regards to the introduction of game-based learning activities into healthcare education. Game-based learning invites opportunities for richly immersive learning activities, but is expensive to implement, and time consuming to develop. There are also significant risks inherent in attempting to embed learning activities within recognizable game frameworks and genres. This work, therefore, attempts to establish a clear differentiation between game-based and game-informed learning. Where game-based learning attempts to situate learners as players and provide learning activities within a recognisable game delivery model, game-informed learning suggests that it is possible to make teaching practices more game-like by applying the principals of game play without necessarily having to be committed to developing a game to produce the same compelling, immersive learning experiences.

Online virtual patients - A driver for change in medical and healthcare professional education in developing countries?

The development of online virtual patients has proved to be an effective vehicle for pedagogical and technological skills transfer and capacity building for medical and healthcare educators in Malawi. A project between the University of Edinburgh and the University of Malawi has delivered more than 20 collaboratively developed, virtual patients, contextualised for in-country medical and healthcare education and, more significantly, a cadre of healthcare professionals skilled in developing digital resources and integrating these into their emerging curricula. The process of engaging with new approaches to teaching and delivering personalised, context sensitive content via a game-informed, technology-supported process has contributed to the ability of healthcare educators in Malawi to drive pedagogical change, meet the substantial challenges of delivering new curricula, cope with increasing student numbers and promote teacher professional development. This initial phase of the project has laid the foundation for a broader second phase that focuses on promoting curriculum change, developing educational infrastructure and in-country capacity to create, and integrate digital resources into education and training across multi-professional groups and across educational levels.

In a Glass Darkly: Identity, Agency and the Role of the Learning Technologist in Shaping the Learning Environment

Learning technologies are becoming a common, and in many cases essential, component of the contemporary learning environment. As such, those who design, implement and control these encompassing technologies have emerged as major contributors to the success (or otherwise) of such systems. This article considers the power and responsibilities of learning technologists and the ways that they affect the teaching and learning environments around them. It does this by investigating, through semi-structured interview, the praxis of a learning technology group at the University of Edinburgh and relating this to professional issues for learning technologists in general. The article goes on to develop a typology of learning technology service provision based on the relationship between the learning technologist and the context in which their work is to be used. This is compared with interviews with practitioners, and a series of principles and recommendations is then developed. The thrust of these is that direct participation in the learning community is essential for learning technologists and that common codes of practice for learning technologists are required, both as a benchmark and as a framework by which professional practice can be measured and developed.

Virtual patients: practical advice for clinical authors using Labyrinth.

Background:  Labyrinth is a tool originally developed in the University of Edinburgh’s Learning Technology Section for authoring and delivering branching case scenarios. The scenarios can incorporate game‐informed elements such as scoring, randomising, avatars and counters. Labyrinth has grown more popular internationally since a version of the build was made available on the open source network Source Forge. This paper offers help and advice for clinical educators interested in creating cases.

Can medical students from two cultures learn effectively from a shared web-based learning environment?

Objective  This study aimed to establish whether medical students from 2 different cultures can learn effectively from a shared web‐based learning environment.

An evaluation of the effectiveness of online clinical quandaries in increasing trainee clinical psychology knowledge

Game informed learning principles are increasingly being applied to both the wider educational context and specifically to allow the learner to role play a profession in a safe context prior to entering real practice. This questionnaire based study aimed to examine the impact of an online clinical quandary on the knowledge of trainee clinical psychologists in relation to challenging behaviour in people with a learning disability. Trainee knowledge in relation to key concepts required for successful assessment, intervention and evaluation of challenging behaviour was measured before and after using the clinical quandary, prior to any formal clinical psychology training (n=62). Trainee views on the use of the clinical quandary were also gathered. A significant increase in scores was found after using the clinical quandary, for the following factors: dealing with the initial referral; recording and overall total scores. Trainees evaluated the quandary as interesting, challenging, stimulating and helpful as a study aid. The results suggest that online clinical quandaries may offer a useful learning tool for increasing trainee knowledge and allowing them to rehearse skills in an environment where mistakes do not impact on patients.