AMEE Berlin 2002 Programme

8A5 A new era of teaching: an
innovative resource for continuing
medical education and evidencebased
management
K El-Hayes, B McElhinney, B Adams, E Boyd and
K McKinney
1 Oakridge, Castlewellan Road, Banbridge, Co Down BT32
4RT, NORTHERN IRELAND
The aim of the project was to use and develop the skills
of existing personnel to create a unique educational
resource suitable for use by the multiprofessional team
and adaptable to any setting. Using standard Microsoft
Office software, resources from established Obstetric
and Gynaecology texts and RCOG publications were
used as references and incorporated with commercially
available CD ROMs and pre-existing protocols and
procedures into an interactive format. The result is an
educational, multimedia computerised shell adaptable
to any speciality. It forms a huge, informative teaching
source that includes:
• Case Based Learning
• Evidence Based Protocols
• All-encompassing hospital directory
• Animated presentations of common procedures
• Enormous database for self-assessment including
MCQs, essay questions etc.
• User-friendly site.
There is no doubt that the result is an unfolding journey
of extreme magnitude. We believe that the
incorporation of this concept is essential for personal
development in Obstetrics and Gynaecology in the new
Millennium. Forget the WWW: meet the Obs and
Gynae Wide Web.
8A6 Evaluating medical student and
resident education: a CME software
J C Edwards*, P Ogden and A A Stricker
Department of Family & Community Medicine, Texas A & M
University, 810 Southern Hills, College Station, Texas 77843-
1114, USA
The software CME program titled “Evaluating Medical
Student and Resident Education” delivers an interactive
multimedia application on CD-ROM. Designed as an
interactive tutorial, it requires only 30 to 45 minutes
Wednesday 5 September
Session 8B Implementation of PBL
8B1 Problem-based learning for
trainees in Anaesthesiology
Sigrid Adam* and Jan Klein
University Hospital Rotterdam, Department of Anaesthesiology,
Erasmus University Rotterdam, Dr. Molewaterplein 40, 3015
GD Rotterdam, NETHERLANDS
In order to increase the efficiency of learning during
postgraduate training we educate our residents in a
programme which is problem-based. Weekly tutorials
- 4.84 -
for a busy doctor to complete. Objectives are: (1)
understand and apply the concept of judge/
diagnostician in evaluating student/resident
performance; (2) understand and apply defined
standards to evaluate reliably. The content, new in
medical education, addresses the physician tendency
to nurture trainees. The outcome - ability to change
roles from teacher to judge/diagnostician. Brief
instruction and four videotaped interactions between
attending physicians and trainees provide self-diagnosis
and practice. The program incorporates two published
examples of defined standards. Print materials can be
downloaded from the CD-ROM. MPEG-1 compressed
videos provide exceptional quality, closely matching
movie industry standards at 30 frames/second. This
high quality video prevents use of the internet, which
would lessen quality.
8A7 Metabolic challenges on CD-ROMs
Marie-Paule Van Damme*, Jonathan Gould, Bruce Livett,
Janet Macaulay, Ron Maxwell and Graham Parslow
Monash University, Department of Biochemistry & Molecular
Biology, Faculty of Medicine, Clayton 3800, Victoria,
AUSTRALIA
As a way of engaging students more actively in their
learning process, we have created multimedia
presentations that offer:
• “Self-Directed Learning” using interactive tutorials
on various aspects of metabolism, nutrition and
diabetes;
• “Problem-solving exercises” requiring students to
think logically and integrate information drawn
from a variety of sources;
• “Case studies” to teach students to apply their
knowledge to specific clinical cases, such as “The
Effects of Alcohol on Metabolism” and “Dietary
Therapy for Type 2 Diabetes”.
These programs have been compiled as two CD-ROMs:
“Biochemistry-A Metabolic Challenge” and
“Nutritional and Hormonal Aspects of Diabetes”. They
challenge students to acquire a wide understanding of
the interdependence of metabolic processes occurring
in the major tissues of the body under different
nutritional and hormonal states. Surveys have shown
that the use of these teaching tools improves student
understanding and enjoyment of the subject compared
to conventional teaching methods.
involve 9 trainees per group. Since active learning is
known to improve knowledge and recall, the specific
learning objectives of a fictive patient case are worked
out by the group and discussed with the support of a
tutor. Self-studies are an integral part of the programme
which also involves questions and instructions
distributed by the tutor via internet. According to the
concept of iterative integration the learning issues of
the cases gradually get more difficult and are