Computers in Medical Education

Computers in Medical Education

Roles of computers in medical education Provide facts and information Teach strategies for applying knowledge appropriately in medical situations Encourage the development of lifelong learning skills

Goals Students must learn about physiological processes Must understand the relationship between observed illnesses and underlying processes Must learn to perform medical procedures Must understand the effects of interventions on health outcomes

Basic curriculum Premedical requirements Medical school – Basic Physiology Pathophysiology – Clinical Residency CME

Teaching strategies Lecture Interactive – Classroom Socratic Problem based learning – Bedside See one, do one, teach one Explicit teaching

Process Presentation of a situation or body of facts containing core knowledge Explanation of important concepts and relationships How does one derive the concepts Why they are important Strategy for guiding interaction with the patient

Weaknesses of traditional approach Rapid knowledge growth Reliance on memorization rather than problem solving Reliance on lecture method – Passive recipients vs active

Terms Computer assisted learning Computer based education Computer assisted instruction

Advantages of computers in medical education Computer can augment, enhance or replace traditional teaching methods – Rapid access to body of information Data Images Immersive interfaces – Any time, any place, any pace – Simulated clinical situation

Advantages Interactive learning – Active vs. passive solving Immediate student specific feedback – Correct vs. incorrect, tailored response Tailored instruction – Focus on areas of weakness – Request help in interpretation

Advantages Objective testing – Permits standardized testing – Self-evaluation Fun!

Experimentation Safe exploration of what-if in a well done scenario – You can do things with simulated patients you can’t do with real ones

Case variety The ability to experience disease scenarios one otherwise wouldn’t see – Simple: diabetes – Complex: multiple disease, multiple medications

Time Manage diseases as they evolve over time – Rapidly evolving problems – Chronic diseases

Problem-solving competency Book smart vs. real-world Memorization vs. thinking Testing Right answer vs. cost-effective vs. safest vs.quickest (fewest steps)

Board examinations USMLE test CME testing

History of CAI Pioneering research in the 1960’s – Ohio State Tutorial evaluation system – Constructed choice, T/F, multiple choice, matching or ranking questions – Immediate response evaluation – Positive feedback – Corrective rerouting Authoring language

History Barnett MGH 1970 – Simulated patient encounters 30 simulated cases – Mathematical modeling of physiology Warfarin, insulin, Marshall – Dxplain

History University of Illinois – Computer aided simulation of the patient encounter Computer as patient Natural language encounter

History Illinois 1970’s – Programmed logic for automated teaching (PLATO) Plasma display (required specialized equipment) Combination of text, graphics and photos – TUTOR authoring language

History University of Wisconsin – Used simulated case scenarios and estimated the efficiency of the student in arriving at a diagnosis (cost-effectiveness)

History Initial installations site limited Subsequent modem dial-up Proliferation of medical CAI, CME development entities Development of the internet – Initial material bandwidth limited – Increasing use of streaming video

Modes of CAI Drill and practice – Material presented with immediate testing – Grading and progress or loop back – Poor students benefit Didactic – Lecture with the advantage of time and place independence – No questions – Howard Hughes Institute – Penn site

Modes Discrimination learning – Many clinical situations require practitioner to differentiate between different clinical manifestations 3 days cough and fever Red rash – Computer can help the student learn to recognize subtle differences

Modes Exploration vs. structures interaction – Hyperlink analogy – Requires feedback/guidance

Modes Constrained vs. unconstrained response – Student may have a pre-selected set of possible response (learn to answer questions) – Student may be able to probe system using natural language

Modes Constructive – Put the body together from pieces of anatomy

Simulation Static vs. dynamic

Static simulation

Dynamic simulation

Feedback and guidance Feedback – Correct vs. incorrect – Summaries – References Guidance – Tailored feedback – Hints – Interactive help

Intelligent tutoring Sophisticated systems can – Intervene if a student goes down an unproductive path – Gets stuck – Appears to misunderstand a detail – Mixed initiative systems – Coaching vs. tutoring

Graphics and Video Storage of images, video etc as part of a multimedia stream – – – – General appearance Skin lesions Xrays Sounds (cardiology, breath sounds)

Authoring systems Generic authoring systems – McGraw Hill, Boeing – Simple (constraints) vs. comprehensive (difficult to master)

Examples USMLE Lister Hill Stanford anatomy Digital anatomy Penn curriculum Medical matrix

Continuing medical education Echo PAC CME

Simulators ACLS Visible human Eye simulator Other simulators

Future Forces for change Impediments – – – – Cost Immaturity of authoring tools Bandwidth Barriers to sharing Institutional jealousy Copyright

Future Lack of standard approach – Authoring software – Platform Explicit integration of CAI into curriculum Access to PC’s and LAN