Computers In Medical Education Research Articles

Disseminating medical literature and knowledge in India in the 1980s: the SMLRT story.

The informed netizen of today is in a state of information overload. With 785 million broadband subscribers and an urban and rural teledensity of 138% and 60%, respectively [1], India is already the second-largest online digital market. Today, in theory, medical journals and textbooks can be accessed by anyone, anytime, anywhere, and at affordable rates. Fifty odd years ago, when the authors entered medical school, the use of computers in medical education was unknown in India, as in other parts of the world. It was in this milieu, thirty-seven years ago, that eleven young Madras (Chennai)-based doctors decided to make medical literature easily accessible, particularly to clinicians in suburban and rural India. The aim was to make relevant, affordable reprints easily available to the practitioner at their place of work or study. Photocopying and using the postal service was the chosen, and indeed the only available, mode of operation. This article will outline the methodology used, trials and tribulations faced, and persistence displayed. At that time, the processes deployed appeared relevant and truly innovative. Over the ensuing years, developments in information technology made the services redundant. Extensive, even revolutionary, changes such as universal digitization and availability of a cost-effective Internet radically changed how medical literature could be accessed in India.

Computer-based medical education in Benha University, Egypt: knowledge, attitude, limitations, and suggestions.

Computer-assisted medical education has been developed to enhance learning and enable high-quality medical care. This study aimed to assess computer knowledge and attitude toward the inclusion of computers in medical education among second-year medical students in Benha Faculty of Medicine, Egypt, to identify limitations, and obtain suggestions for successful computer-based learning. This was a one-group pre-post-test study, which was carried out on second-year students in Benha Faculty of Medicine. A structured self-administered questionnaire was used to compare students' knowledge, attitude, limitations, and suggestions toward computer usage in medical education before and after the computer course to evaluate the change in students' responses. The majority of students were familiar with use of the mouse and keyboard, basic word processing, internet and web searching, and e-mail both before and after the computer course. The proportion of students who were familiar with software programs other than the word processing and trouble-shoot software/hardware was significantly higher after the course (P<0.001). There was a significant increase in the proportion of students who agreed on owning a computer (P=0.008), the inclusion of computer skills course in medical education, downloading lecture handouts, and computer-based exams (P<0.001) after the course. After the course, there was a significant increase in the proportion of students who agreed that the lack of central computers limited the inclusion of computer in medical education (P<0.001). Although the lack of computer labs, lack of Information Technology staff mentoring, large number of students, unclear course outline, and lack of internet access were more frequently reported before the course (P<0.001), the majority of students suggested the provision of computer labs, inviting Information Technology staff to support computer teaching, and the availability of free Wi-Fi internet access covering several areas in the university campus; all would support computer-assisted medical education. Medical students in Benha University are computer literate, which allows for computer-based medical education. Staff training, provision of computer labs, and internet access are essential requirements for enhancing computer usage in medical education in the university.

Computer-assisted instruction: a survey on the attitudes of osteopathic medical students.

To investigate the views of osteopathic medical students on their preferred learning methods, their current use of computers as an educational tool, and their attitudes regarding the role of computers in medical education, based on their skill level. A 27-item questionnaire was distributed to first-through fourth-year osteopathic medical students. Items asked students to assess their levels of computer skills and experience, their current use of computers as an educational tool, and their attitudes regarding the role of computers in medical education. Of the 246 students (80% of enrolled students) who responded to the questionnaire, a majority (129 [53%]) rated themselves as having intermediate computer skills, and the remaining students rated their skills as basic (69 [28%]) or advanced (46 [19%]). Most students (176 [72%]) felt that they learned best by both hearing and seeing or reading new material, that they learned more easily from a printed page than a computer screen, and that live lectures provided them with the best opportunity for learning. However, when compared with students who have basic and intermediate computer skills, students with advanced computer skills were more in favor of computer-assisted instruction and testing as well as a school requirement to own a computer and to use a laptop computer in class. Students' opinions of the importance of computer technology in medical education seem to be based mainly on their self-assessed technical competency levels. Understanding this dynamic may aid medical educators in the implementation of computer-assisted instruction.

Use of handheld computers in medical education

Over the past decade, handheld computers (or personal digital assistants [PDAs]) have become a popular tool among medical trainees and physicians. Few comprehensive reviews of PDA use in medicine have been published. We systematically reviewed the literature to (1) describe medical trainees' use of PDAs for education or patient care, (2) catalog popular software applications, and (3) evaluate the impact of PDA use on patient care. MEDLINE (1993 to 2004), medical education-related conference proceedings, and hand search of article bibliographies. We identified articles and abstracts that described the use of PDAs in medical education by trainees or educators. Reports presenting a qualitative or quantitative evaluation were included. Sixty-seven studies met inclusion criteria. Approximately 60% to 70% of medical students and residents use PDAs for educational purposes or patient care. Satisfaction was generally high and correlated with the level of handheld computer experience. Most of the studies included described PDA use for patient tracking and documentation. By contrast, trainees rated medical textbooks, medication references, and medical calculators as the most useful applications. Only 1 randomized trial with educational outcomes was found, demonstrating improved learning and application of evidence-based medicine with use of PDA-based decision support software. No articles reported the impact of PDA use on patient outcomes. Most medical trainees find handhelds useful in their medical education and patient care. Further studies are needed to evaluate how PDAs impact learning and clinical outcomes.

New uses for computer in medical education, clinical practice, and patient safety in the US and Japan

There has been a rapid expansion of computer use in medicine recently in the US and Japan. The reasons are availability of high speed and wireless connections, decreasing cost, demands for increased quality of care and documentation, and improving medical education. On the other hand, there are disadvantages which are extra time and effort needed, vulnerability to viruses, breaches of patient confidentiality, and high cost at start-up. One way to decide if the advantages of computers in medicine overcome the disadvantages to show physicians computer programs that may be useful to them. There are many such programs in Japanese as well as in English which are discussed in this paper. A major difference between the US and Japan is the high use of personalized digital assistants (PDAs) by US physicians as compared to Japanese physicians. PDAs can decrease medical errors due to rapid information access while improving efficiency. Although the market for the PDAs is currently decreasing in Japan, the coming merger of the cell phone and the PDA into the “smart phone” is likely to stimulate Japanese physicians’ interest in PDAs for medical use, especially considering the widespread popularity of cellular phones in Japan.

Bedside cardiology skills training for the osteopathic internist using simulation technology.

Medical practice changes that limit patient availability, instructor time, and advances in technology have led to a greater use of simulators and multimedia computers in medical education. These systems address the problem of inadequate bedside skills training and poor proficiency among all health care providers. While studies have shown their effectiveness among medical students, residents, and practicing physicians, none has focused on the osteopathic internist population--one that is becoming more responsible for conducting initial and follow-up physical examinations. This report describes the use of "Harvey," the cardiology patient simulator, and the UMedic Multimedia Computer System at a workshop conducted at the American College of Osteopathic Internists' 61st Annual Convention and Scientific Sessions. Participants in this study significantly improved their ability to identify common cardiac auscultatory events, as indicated by pretest-to-posttest scores. Workshop participants were nearly unanimous in their belief that they would like to use these tools for learning and assessment.

Computer-assisted learning in critical care: From ENIAC to HAL

Computers are commonly used to serve many functions in today's modern intensive care unit. One of the most intriguing and perhaps most challenging applications of computers has been to attempt to improve medical education. With the introduction of the first computer, medical educators began looking for ways to incorporate their use into the modern curriculum. Prior limitations of cost and complexity of computers have consistently decreased since their introduction, making it increasingly feasible to incorporate computers into medical education. Simultaneously, the capabilities and capacities of computers have increased. Combining the computer with other modern digital technology has allowed the development of more intricate and realistic educational tools. The purpose of this article is to briefly describe the history and use of computers in medical education with special reference to critical care medicine. In addition, we will examine the role of computers in teaching and learning and discuss the types of interaction between the computer user and the computer.

Developments in the use of simulators and multimedia computer systems in medical education

Medical practice changes that limit teacher time and patient availability and advances in technology are stimulating the greater use of simulators and multimedia computers in medical education. Such systems address the problem of a decline in bedside skills training and proficiency. For over 30 years,The University of Miami Center for Research in Medical Education, in collaboration with 12 other university medical schools, has developed simulation teaching and assessment systems for multiprofessional training. 'Harvey', the Cardiology Patient Simulator, teaches bedside skills that are transferrable to live patients. The UMedic Multimedia Computer cardiology curriculum has been fully integrated into all years of medical school and postgraduate training and also assesses bedside skills. Programs are being developed in oncology, neurology and emergency medicine. Our Emergency Medical Skills programs utilize simulation technology and standardized patients to train multiprofessional populations, including paramedics/firefighters.The expanded use of simulation for training and certification is inevitable.

Computers in medical education 2. Use of a computer package to supplement the clinical experience in a surgical clerkship: an objective evaluation.

Student teaching of surgery has been devolved from the university in an effort to increase and broaden undergraduate clinical experience. In order to ensure uniformity of learning we have defined learning objectives and provided a computer-based package to supplement clinical teaching. A study was undertaken to evaluate the place of computer-based learning in a clinical environment. Twelve modules were provided for study during a 6-week attachment. These covered clinical problems related to cardiology, neurosurgery and gastrointestinal haemorrhage. Eighty-four fourth-year students undertook a pre- and post-test assessment on these three topics as well as acute abdominal pain. No extra learning material on the latter topic was provided during the attachment. While all students showed significant improvement in performance in the post-test assessment, those who had access to the computer material performed significantly better than did the controls. Within the topics, students in both groups performed equally well on the post-test assessment of acute abdominal pain but the control group's performance was significantly lacking on the topic of gastrointestinal haemorrhage, suggesting that the bulk of learning on this subject came from the computer material and little from the clinical attachment. This type of learning resource can be used to supplement the student's clinical experience and at the same time monitor what they learn during clinical clerkships and identify areas of weakness.

Computer-based Training and Electronic Publishing in the Health Sector: Tools and Trends

CBT (computer-based training) applications and hypermedia publications are two different approaches to the utilisation of computers in medical education. Medical CBT software continues to play a minor role in spite of the increasing availability, whereas hypermedia have become very popular through the World Wide Web (WWW). Based on the HTML format they can be designed by non-programmers using inexpensive tools while the production of CBT applications requires programming expertise. HTML documents can be easily developed to be distributed by a web-server or to run as local applications. In developed countries CBT and hypermedia have to compete with an abundance of printed or audio-visual media and a wealth of lectures, conferences, etc., whereas in developing countries these media are scarce and expensive. Here CBT programs, and hypermedia publications in particular, may be a cost-effective way to improve quality of education in the health sector.

Medical Informatics for Medical Students: Not Just Because It's There

There has been increasing interest in the use of computers in medical education, but there has been less attention given to the rationale for the use and selection of applications. This article discusses an approach to the selection of medical informatics applications for the undergraduate medical curriculum.

Factors Affecting the Use and Attitude Towards Medical Resources and Educational Methods in a Saudi Medical School

Medical colleges are using various teaching methods and educational resources in education. In order to explore the attitude of medical students towards these educational methods and resources and the factors playing a major role in their use in a medical school in an Arabic culture, a self answered questionnaire was directed to 283 medical students in their clinical years. Questions on the possible factors which affect the attendance and the use of these education resources were also included. Traditional methods of teaching, lectures, and clinical rounds were found to be the backbone of the educational process in this college. Attendance to lectures was related to both quality of subjects and to the lecturer, emphasizing the importance of a good lecture and lecturer. Clinical bedside teaching was found to be a popular and effective way of teaching medical knowledge, skill, and patient interactions to medical students. The library in this college was the least used resource and student appreciation of its importance was very low. General recommendations are to reduce dependence on lectures gradually in clinical years and to introduce new methods of clinical teaching.

Information Technologies in US Medical Schools

STUDIES of medical education reform have underscored the importance of students' acquiring an understanding of the information sciences.^1-3To ascertain how computer-based technologies are being taught in US medical schools, I completed telephone interviews with faculty identified by their dean's office as overseeing the use of computers in medical education at 92 (73%) of the 126 US medical schools. During the interview, participants were asked to respond to five questions: Is the use of computers a formally required part of the undergraduate medical curriculum? If so, in which classes is it required? Who oversees the development and implementation of classes that use computer technology? Does the medical school have an official long-term plan or an articulated vision concerning the use of computers within the future curriculum? Are any of the medical school faculty or staff currently developing software or other computer-based materials that will be used to teach students

Computer-based evaluation of antibiotic therapy predictions

Planning antibiotic treatment according to the given data on patients and results of microbiological examinations are important decision-making goals for physicians. One approach using a computer in medical education to improve the teaching process in this respect is described in this paper. On the basis of data about real patients and the optimal antibiotic treatment validated by the antibiotic center of the Faculty Hospital II, we can evaluate the student's abilities to predict correct antibiotic treatment. The general program written for this task and the method of evaluating the student's predictive skills are described.

Teaching medicine using hypertexts: three years of experience at the Ancona Medical School

The application of computers in medical education is proving to be a more and more powerful supplement to traditional educational methods and tools. Indeed, the hypertext-hypermedia methodology allows the teacher to produce electronic lessons and clinical simulations. Furthermore, the hypertext represents the ideal tool for presenting and discussing data and opinions in clinical meetings. Applications of these methods produced at the Ancona University Medical School and successfully applied in several educational projects are presented. Clinical simulations concerning asthma and other topics of Internal Medicine, as well as interactive lessons about rheumatoid arthritis, lymphomas and lung diseases are described as examples. This material uses hypertext-hypermedia systems available on PCs which combine text, graphics, sound, animations, and high-definition color pictures, and relate chunks of information in an associative manner. The coursewares were tested on students in the final year with encouraging results and have proved to be an ideal complement to bedside practice. The opinions of practitioners about medical therapy for rheumatic diseases have been diseases have been discussed during clinical meetings using a questionnaire structured in hypertext form. The user-friendly interfaces of the systems available allow such courses to be used and developed by physicians who are not literate in software production and without any support from an informatician.

Computers in medical education: Information and knowledge management, understanding, and learning

Desktop computers have evolved to permit physicians in practice and/or training to access and manage information to enhance knowledge, understanding, and learning. There are compelling reasons why the personal computer is key to learning and important in medical education. Above all, the computer enhances and amplifies the learning process. Using the desktop computer effectively is relatively easy. We teach our students to research information in books and journals and hope that, as practicing physicians, they do it even more to be current and maintain their competency. Why not a desktop computer to access and manage information, analyze it, and present findings? Computer technology is available to do virtually all of these tasks. Some tools are critical for medical students. For some time, all medical students have needed a black bag and microscope. Now every medical student needs a computer. Ample courseware is available and expanding rapidly for basic sciences and clinical disciplines. The explosion in biomedical information will continue. Finding information is key to understanding and learning rather than depending solely on memory, recall, or library trips for information. The desktop computer will benefit students, faculty, and future physicians and other health professionals as life-long learners.

Medical Education System in Czechoslovakia: Achievements and Perspectives of Medical Informatics Education

Abstract:In this paper we describe medical education systems in Czechoslovakia and introduce the structure of medical informatics education in the medical curriculum at the Medical Faculty of Charles University in Prague. We state the results of a recent Prague conference on “Computers in Medical Education" and summarize the state ofthe art and perspectives in this field.

Computer Use in Pediatric Education

During the past two decades, there has been an increasing awareness among educators of the potential use of the computer in medical education. Its use in research studies and in creating such educational instruments as unit lessons, patient simulations, lecture aides and testing and evaluation materials has been discussed in the literature. The computer thus has been noted to be a beneficial educational tool. Much has been written predicting the inevitable and continued expansion of the computer in medical education as well as the implications of its future use for medical students, residents, and faculty To date, however, there is little documentation regarding the actual use of computers in pediatric education.

Computer-Assisted Learning and Evaluation in Medicine

The use of the computer in medical education has been in evolutionary development since the early 1960s; its adoption, however, has been less widespread than the promise of the medium should warrant. Computer-assisted instruction enhances learning, allowing the student the discretion of content, time, place, and pace of instruction. Information conveyed can take several forms, some better suited to undergraduate medical education, others more applicable to graduate and continuing education. The use of the computer in certification and licensure could, within a decade, transform the way competence is assessed. Its greatest promise, however, may lie in providing pertinent information at the time when, and in the place where, patient care takes place. New developments in data storage and retrieval forecast applications that could not have been imagined even a year or two ago.

Computers in Medical Education

Computers in Medical Education