Zavedení Point‐of‐Care ultrasonografie do praxe ve vnitřním lékařství a následně i do vzdělávacího programu pro náš obor přineslo potřebu definování kurikula pro výcvik v této metodě. Řešíme otázku „co učit“ – tedy jaké základní ultrazvukové kompetence by se měli internisté pro svoji praxi naučit. Dále je nutno definovat postup „jak učit“ – jakou formou má výcvik probíhat, co má obsahovat základní kurz, a především jak má probíhat následný výcvik v praxi. Třetím zásadním problémem k vyřešení je „kdo má učit“, tedy definice požadavků na školitele, kteří výcvik povedou.
The introduction of point-of-care ultrasonography into practice in internal medicine and subsequently into the educational program for our specialty brought the need to define a curriculum for training in this method. We solve the question of "what to teach" - i.e. what core ultrasound competencies internists should learn for their practice. It is also necessary to define the procedure "how to teach" - the form and content of the education program, what the basic course should contain, and above all how the subsequent training should take place in practice. The third major problem to be solved is "who should teach", i.e. the definition of the requirements for trainers who will lead the training.
OBJECTIVE: Immersive virtual reality (IVR) technology is transforming medical education. Our aim was to compare the effectiveness of IVR with cadaveric bone models in teaching skeletal anatomy. DESIGN: A randomized crossover noninferiority trial was conducted. SETTING: Anatomy laboratory of a large medical school. PARTICIPANTS: Incoming first-year medical students. Participants were randomized to IVR or cadaveric groups studying upper limb skeletal anatomy, and then were crossed over to use the opposite tool, to study lower limb skeletal anatomy. Participants in both groups completed a pre-and postintervention knowledge test. The primary endpoint of the study was change in performance from the pre-to postintervention knowledge test. Surveys were completed to assess participant's impressions on IVR as an educational tool. RESULTS: Fifty first-year medical students met inclusion criteria and were randomized. Among all students, the average score on the preintervention knowledge test was 14.6% (standard deviation (SD) = 18.2%) and 25.0% (SD = 17%) for upper and lower limbs, respectively. Percentage increase in scores between pre-and postintervention knowledge test, was 15.0% in the upper limb IVR group, and 16.7% for upper limb cadaveric bones (p = 0.286). For the lower limb, score increase was 22.6% in the IVR and 22.5% in the cadaveric bone group (p = 0.936). 79% of participants found that IVR was most valuable for teaching 3-dimensional orientation, anatomical relationships, and key landmarks. Majority of participants were favorable towards combination use of traditional methods and IVR technology for learning skeletal anatomy (LSM>3). CONCLUSIONS: In this randomized controlled trial, there was no significant difference in knowledge after using IVR or cadaveric bones for skeletal anatomy education. These findings have further implications for medical schools that face challenges in acquiring human cadavers and cadaveric parts.
- MeSH
- anatomie * výchova MeSH
- lidé MeSH
- mrtvola MeSH
- studenti lékařství * MeSH
- studium lékařství * metody MeSH
- učení MeSH
- virtuální realita * MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- randomizované kontrolované studie MeSH
As in everyday life, it was necessary to respond to the ongoing COVID-19 pandemic at the campus of the Faculty of Military Health Sciences, University of Defence, as well. The management of the faculty took a number of measures, but for the academic sphere, the most important of these was the restriction of contact teaching. The way, in which teaching and training would proceed in the limited conditions, has been delegated to the heads of departments and guarantors of individual subjects. The Department of Military Medical Service Organization tested a teaching model which brought new knowledge that can be worked with in the future.
Příspěvek shrnuje zkušenosti s online výukou patologické fyziologie i jejími dopady na úroveň znalostí studentů, nároky na organizaci, zaškolení učitelů a využití různých formátů pro tvorbu a realizaci online výuky. Naznačuje cesty, jak využít online výuku jako nedílnou součást prezenční výuky i v “postcovidové době”.
V poslední době se objevily nové elektronické učebnice, propo-jující hypertext, simulační modely a interaktivní grafiku (řízenou modelem na pozadí), které přinášejí zcela nové možnosti pro vysvětlování složitě propojených regulačních vztahů zejmé-na v medicíně. Jsou to většinou aplikace typu client-server, kdy celá aplikace běží na serveru a uživatel se k ní připojuje většinou pomocí internetového prohlížeče či jiného dediko-vaného rozhraní. Existují také aplikace které pracují lokálně na klientském počítači nebo tabletu. My jsme vyvinuli technologii Bodylight.js, která umožňuje tvorbu obdobných výukových aplikací s interaktivními simulátory spustitelnými přímo v inter-netovém prohlížeči na jakékoli platformě či operačním systému (notebooku, tabletu či chytrém telefonu), o níž jsme referovali v loňském ročníku MEDSOFT. V tomto sdělení tuto technologii popíšeme podrobněji a ukážeme i první aplikace.
BACKGROUND: Simulators used in teaching are interactive applications comprising a mathematical model of the system under study and a graphical user interface (GUI) that allows the user to control the model inputs and visualize the model results in an intuitive and educational way. Well-designed simulators promote active learning, enhance problem-solving skills, and encourage collaboration and small group discussion. However, creating simulators for teaching purposes is a challenging process that requires many contributors including educators, modelers, graphic designers, and programmers. The availability of a toolchain of user-friendly software tools for building simulators can facilitate this complex task. OBJECTIVE: This paper aimed to describe an open-source software toolchain termed Bodylight.js that facilitates the creation of browser-based client-side simulators for teaching purposes, which are platform independent, do not require any installation, and can work offline. The toolchain interconnects state-of-the-art modeling tools with current Web technologies and is designed to be resilient to future changes in the software ecosystem. METHODS: We used several open-source Web technologies, namely, WebAssembly and JavaScript, combined with the power of the Modelica modeling language and deployed them on the internet with interactive animations built using Adobe Animate. RESULTS: Models are implemented in the Modelica language using either OpenModelica or Dassault Systèmes Dymola and exported to a standardized Functional Mock-up Unit (FMU) to ensure future compatibility. The C code from the FMU is further compiled to WebAssembly using Emscripten. Industry-standard Adobe Animate is used to create interactive animations. A new tool called Bodylight.js Composer was developed for the toolchain that enables one to create the final simulator by composing the GUI using animations, plots, and control elements in a drag-and-drop style and binding them to the model variables. The resulting simulators are stand-alone HyperText Markup Language files including JavaScript and WebAssembly. Several simulators for physiology education were created using the Bodylight.js toolchain and have been received with general acclaim by teachers and students alike, thus validating our approach. The Nephron, Circulation, and Pressure-Volume Loop simulators are presented in this paper. Bodylight.js is licensed under General Public License 3.0 and is free for anyone to use. CONCLUSIONS: Bodylight.js enables us to effectively develop teaching simulators. Armed with this technology, we intend to focus on the development of new simulators and interactive textbooks for medical education. Bodylight.js usage is not limited to developing simulators for medical education and can facilitate the development of simulators for teaching complex topics in a variety of different fields.
- MeSH
- internet MeSH
- lidé MeSH
- software normy MeSH
- studium lékařství metody MeSH
- uživatelské rozhraní počítače * MeSH
- Check Tag
- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- práce podpořená grantem MeSH
