Education Resources Information Research Articles

Qualitative synthesis and systematic review of otolaryngology in undergraduate medical education.

Although 25% of primary care complaints are otolaryngology related, otolaryngology instruction is not required in most medical schools. Our aim was to systematically review existing literature on the inclusion of otolaryngology in undergraduate medical education. PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature, and Education Resources Information Center. Our search encompassed all indexed years through December 29, 2014. Inclusion criteria were English language, original human data, and a focus on medical student education. Data regarding study design, teacher, educational topic, educational methods, and setting were extracted from each article. Two investigators independently reviewed all articles. Our initial search yielded 436 articles; 87 underwent full-text evaluation and 47 remained in the final review. The majority of studies were conducted in the United States (40%), United Kingdom (23%), and Canada (17%) and represented a single institutional experience. Studies were classified as needs assessments (36%), curriculum descriptions (15%), educational methods (36%), and skills assessments (32%); 81% were levels of evidence 3 or 4. Most reports indicated that otolaryngology rotations are not compulsory. Studies indicated the need for increased exposure to otolaryngology. Educational methods such as team-based learning, simulation, online learning, and clinical skills assessments may offer ways to increase exposure without overburdening clinical faculty and require further study. Data suggest that a universal otolaryngology medical student curriculum would be valuable and aid in resource sharing across institutions. We recommend that an assessment be performed to determine topics and skills that should comprise this curriculum. NA.

Основные закономерности информатизации образования

It is advisable to consider informatization of education from different sides with the application of knowledge of various sciences. The content of the theoretical and methodological foundations constitute the terms of those sciences which are able to justify the most general fundamental, essential characteristics of information, not the individual aspects of it but those which relate to the definition of methods, techniques, ways of knowledge of this complex phenomenon and its transformation. General scientific approaches: systematic, synergistic, historical-logical, cultural, cyber, being refracted to the problems of informatization of education allow to solve a specific set of tasks. There are such tasks among them as: establishment of the cause-and-effect relationships of processes related to information; identification of strategic partnerships and networks and consideration of the information process from the standpoint of integrity; definition of the boundaries of self-organization processes related to information; consideration of mechanisms of management of the process of informatization of education. The practice of cognition of objective reality shows that the true regularities of the origin and development of various phenomena and processes may be possibly established only by long observation of them. Informatization of military education, as an element of objective reality, isn't an exception of this rule. The definition of laws is possible only by analysis of real experience, which has accumulated to date enough as the research has shown. Analysis of the development of informatization of education showed that the informatization level was mainly determined by the capabilities of existing techniques and technologies (technological level), staff qualification in information technology (level information of training), the quality of information educational resources (scientific and methodological level) at the different historical stages.

Construction of Stereoscopic Teaching Resources under the Support of Modern Information Technology

This paper started with the research on relevant background of the project, followed by a detailed analysis of the construction status and the problems existing in the teaching information resources of "Modern Educational Technology" in higher normal colleges and universities, and then the ideas and principles of constructing teaching information resources of "Modern Educational Technology" in higher normal colleges and universities were proposed, finally, it was proposed that information technology should be used to construct the overall framework and implementation processes of the teaching information resources of "Modern Educational Technology ".

(On)Line Dancing

Online-delivered distance education is a burgeoning component of professional development and continuing education. Distance education programs allow individuals to learn in a different location and/or at a different time from fellow learners, thereby increasing the flexibility and number of learning options. Selecting the "right" program for personal development from the ever-growing body of online-delivered education is an individualized decision that can become an overwhelming and challenging process. This Tool presents four important definitions for navigating distance education program description materials and outlines a five-step process to assist in identifying an appropriate program for personal development. The five-step process includes key questions and points to consider while conducting a candid self-assessment, identifying and investigating distance education programs, and then compiling information, comparing programs, and prioritizing a list of programs suitable for application. Furthermore, this Tool highlights important websites for distance education degree program reviews, accreditation information, and open educational resources.

Teaching family medicine residents how to answer clinical questions using QUIPs

"Questions in Practice" (QUIP) rounds are used to encourage residents to quickly find, evaluate, and incorporate information into clinical practice. It is an opportunity for residents to identify a clinical question, research the answer, present the evidence, and discuss how to apply it to practice. The value of using this method to teach residents has not been evaluated. A sampling of all first and second-year family medicine residents enrolled in the Memorial University Family Medicine program were invited to participate in the survey. The survey gathered information about the residents' current experiences with answering clinical questions, their experience during QUIP rounds, and the value of an interdisciplinary approach. The response rate was 91% (42/46). Medical websites (45%) and journal article indexes (34%) were most often used. Through QUIPs, 50% of the students identified new methods to retrieve answers, 80% considered it a useful learning experience, 75% had improved confidence, and clinical knowledge improved in 97%. Residents are familiar with many general sources of medical information, and QUIPs helped improve confidence in their knowledge and ability to answer questions. QUIPs appear to be a useful tool for teaching information resources and how to interpret and apply evidence to clinical situations.

Research and Development of Website Framework in Provincial Elaborate Course of Theoretical Mechanics

Elaborate course website is one of the important contents of the elaborate course construction. In order to develop and maintain a good quality course website, we have to combine multimedia technologies with Web technologies, to make a reasonable framework for the website, to choice reasonable software tools for the development, to focus on the online teaching system, and to often maintain and update the website. With Visual Studio, Dreamweaver, Fireworks, and Flash software tools and Microsoft Access database, the paper builds up a complete website development environment, and achieves the foreground user interface and background management systems for provincial elaborate course of theoretical mechanics. The Website features have the abundant course and teaching information resources, online exams, interactive, online discussions, tutorials, and announcement. Teachers can use the convenient and efficient background systems to bring about all network resources of the elaborate course and the website update.

The Research of Educational Resource Management System Based on Cloud Computing

The sharing and optimized configuration of educational information resources is very important of the realization of fair education. Cloud Computing is a new service computing model, which can integrate, manage and allocate the computing resources distributed. In this paper, we introduce a system based on cloud computing that can make full use of the educational information resources. This system is to face the challenge that resource developers in different areas construct repeatedly without communication. It can also realize the integration of resources in different areas by utilizing cloud computing technology.

Educational Information Resources Management based on Enterprise Architecture in Central China: A process perspective

Educational Information Resources Management based on Enterprise Architecture in Central China: A process perspective

Theoretical Contexts, Models and Perspectives of Educational Information Resources Planning (EIRP) in Chinese Poor Areas: The Case of Jiangxi Province

Theoretical Contexts, Models and Perspectives of Educational Information Resources Planning (EIRP) in Chinese Poor Areas: The Case of Jiangxi Province

Application and Research Based on Grid technology in the Educational Information Resource Sharing

Application and Research Based on Grid technology in the Educational Information Resource Sharing

The use of cloud computing in the organization of intelligent educational systems

Objectively, there is a significant social problem - the systemic crisis of education. This problem is manifested by a number of socio-humanitarian, pedagogical and methodological and technological contradictions. Regarding the IT-industry, such contradictions are the impossibility of providing all potential users with educational information resources, and these resources should be provided "here" (anywhere in the world), "now" (at any time) and "all" (to the full extent required by the user).

International Learning on Increasing the Value and Effectiveness of Primary Care (I LIVE PC) New Zealand

New Zealand (NZ) has a central government-driven, tax-funded health system with the state as dominant payer. The NZ experience precedes and endorses the US concept of patient-centered medical homes providing population-based, nonepisodic care supported by network organizations. These networks provide administration, budget holding, incentivized programs, data feedback, peer review, education, human relations, and health information technology support and resources. Key elements include enrolled populations; an interdisciplinary team approach; health information technology interoperability and access between all providers as well as patients; devolution of hospital-based services into the community; intersectorial integration; blended payments (a combination of universal capitated funding, patient copayments, and targeted fee-for-service for specific items); and a balance of clinical, corporate, and community governance. In this article, we discuss reforms to NZ's primary care arrangements over the past 2 decades and reflect on the lessons learned, their relevance to the United States, and issues that remain to be resolved.

On Education Information Ecosystem Structure

Theoretical exploration of education informatization construction is continuously specified in China. Education information ecosystem and education information system have been widely applied as a mature theory to guide education informationization construction. This thesis furthers the research into the structure of “Education Information Ecosystem”, and indicates that the structure is composed of three essential elements: education information subject, education information environment and education information resources, which interact with each other and form three kinds of relationships: the relationship between subjects and subjects, that between subjects and environment and that between environmental factors. The interaction between these elements and those three relationships constructs a three-dimensional Education Information Ecosystem structure of information chain, resources nets and knowledge domain with the oriention of the construction of wisdom circle. The thesis is thereby showing the direction for the informatization construction and development.

Research and Application on Building of Campus Information Resource Platform Based on PKI

This paper proposed building of Resource Platform based on PKI, according to instability of security about the current higher education information resources platform. In order to establish resource management application systems with centralized management and distributed storage based on PKI, It will format the mechanism of the Higher Education Information Resource Sharing. This paper first analyzes the feasibility of building of Resource Platform based on PKI, and then put forward the need to use PKI to enhance the security of client based on PKI, which help push forward the process of college information resources platform.

The development of information-education materials for systems of distance learning: “Protection of Intellectual Property,” an example of a course of study

The existing open-source object-oriented systems that can be used as an environment to upload and to store information-educational resources for distance learning (open-source LMS\LCMS: ATutor, Claroline, Dokeos, Sakai, and Moodle), are analyzed. The use of Moodle (a Modular Object-Oriented Dynamic Learning Environment) as the environment for the learning portal of the Mendeleyev University of Chemical Technology of Russia ( http://moodle.muctr.ru ) is justified. The capabilities of Moodle with regard to the development of information-educational resources are explored and educational materials are elaborated for a course of study, viz., "Protection of Intellectual Property," e.g., theoretical materials, seminar and colloquia exercises, tests for interim and final control of student's knowledge level, as well as the elements of a learning process management system for a course of study.

Research on the Problems of Multimedia Web Teaching in China’s Higher Education and the Countermeasures

Construction and application of courses based on multimedia web teaching environment have greatly promoted sharing of teaching information resources between internal institutions of higher education and interschool, also provided personalized learning environment to students and created necessary conditions to achieve wider interactive and cooperative learning. However, as a teaching method being in the emerging stage, multimedia web teaching also occurs various problems including weakening students’ learning enthusiasm and emotional communications between students and teachers, management of teaching database is weak, teachers’ dominance is weak and teaching philosophy is not conformable with it. Moreover, its application must experience a continuous developing and perfecting process.

КОМП’ЮТЕРНІ ОНТОЛОГІЇ – ТЕХНОЛОГІЧНА ОСНОВА ФОРМУВАННЯ ОСВІТЯНСЬКИХ ІНФОРМАЦІЙНИХ РЕСУРСІВ

Описуються підходи, моделі та засоби формування систем знань з метою подальшого розвитку освітянських інформаційних ресурсів. Розглянуто онтологічний аспект проектування баз знань навчального призначення. Визначаються онтологічні моделі, засоби лінгвістичного, структурного та функціонального аналізу та побудови описів об’єктів навчальних дисциплін. Проведення досліджень у вказаному напрямку передбачає вирішення актуальних проблем підвищення ефективності використання освітянських інформаційних ресурсів на основі застосування сучасних інформаційно-комунікаційних технологій за допомогою засобів дистанційного доступу до розподілених систем знань.

Network Search: A New Way of Seeing the Education Knowledge Domain

BackgroundThe educational knowledge domain may be understood as a system composed of multiple, co-evolving networks that reflect the form and content of a cultural field. This paper describes the educational knowledge domain as having a community structure (form) based in relations of production (authoring) and consumption (referencing), and a cognitive structure (content) based in relations of ideas and concepts.PurposeWe propose developing an online interactive system whereby the vast array of available knowledge artifacts can be mined for information reflective of these networks, and which can be visualized, measured, and explored over time. We argue that the creation of such a system will benefit the field of education manifold: it will greatly enhance individual learning of online materials; create more efficient searches; open access to knowledge creation and consumption to a wider public; enable greater practitioner involvement; facilitate direct study of the educational knowledge domain; and identify various means towards accelerated innovation.DesignBuilding on the ideas of online communities, network visualizations, e-commerce, and advanced search engines, Scholar Practitioner Information Networks for Education (SPINE) not only facilitates access to education information resources, but also allows the community to view multiple sources of information in a relational context. At the heart of SPINE are multiple sources of information (journal articles, case studies, reviews, etc.), reviews of information, and ratings of reviewers. Connecting these sources are advanced analyses of production and consumption, allowing unique insights into established fields.ConclusionWe illustrate that such a system is being developed in piecemeal fashion within other disciplines and propose a means by which they can be synthesized into a multi-network, interactive system for the field of education.

On strategies for e-education development under ecological thinking paradigm

The human thinking paradigm returns to the paradigm of ecological theory after going through the simple ecological theory, Reductionism and systematology. From the angle of thinking paradigm transformation, we can see that the development phase of e-education is: the focus is transformed from technically existent “Informationization of Education” and structurally existent “Education Information System” to the ecologically existent life “Informationization Education” – Life Education. So we raise the basic strategies for the construction of e-education under the ecological paradigm, which include emphasis on system ideas and methods of ecology as a guide, and life education as the core, and include thinking better of the role of people, education information environment, resource and activity, especially of the balance and harmony of education information ecology.

Disseminating Health Information and Diabetes Care for Latinos Via Electronic Information Kiosks

This study investigated the use of electronic, web-enabled touch-screen information kiosks as a tool to provide culturally and linguistically appropriate diabetes information to Latino audiences. Two kiosk models (high privacy sit-down, group enabled stand-up) in two locations (pharmacy, community center) in Northeast Georgia provided bilingual, read-aloud diabetes education and local resource information on health care. Data from public use and interviews with focus group participants showed that users found the kiosks and their functions helpful and usable, though usage was moderated by presence or absence of a peer health educator (promotora); participants also preferred the sit-down, multi-function kiosk model.