Project

Paedagogical and Didactic Objectives

Method:  
The project TropEduWeb will be a complement to the traditional studies in Medicine.

The educational concept features the interactive web-based learning with continuous auto-evaluation and formal assessments based on the specific teaching and learning objectives. The learning process is user-driven and covers the full spectrum from acquiring information/knowledge to conceptualising and conceptualising complex systems based on theories and case studies. The underlying didactic concept is problem-based learning (PBL).
The modules are based on STI’s involvement in the undergraduate and graduate teaching at the University of Basel (see above) and are harmonized with the teaching and learning objectives for of the respective curricula of the faculties of medicine and science.

General preconditions for producing learning modules:

There is no computer skills necessary for the author of a learning module.
Therefore the work of the author of a learning module can be concentrated to the content of the learning module.
The author of a learning module can adapt or actualise the learning module by himself.

Distribution of learning modules:

On-line application: WWW
Internet and Intranet distribution (FTP Transfer)
E-Mail distribution (Single file EXE), e.g. for universities abroad
Network/ CD-ROM distribution (As HTM or single file EXE), ), e.g. for universities abroad

Testing/ Examinations:

The Tests can be configured individually:
The number of questions can be defined.
The questions can be presented in a random order.
The user is only allowed to go forward in a test.
A score dialog can be shown.
The user is allowed to review the test.
The test can be configured to restricted users of the learning module.
The score dialog will show a dialog with specific data on the user, the test, and how each question was answered (Start time, elapsed time, total questions, answered correctly, points earned, questions seen and percent correct). The scores of the user can be send by E-mail to the responsible teacher.Performance tracking of the tests is possible by a database linker (Access or Filemaker) and a Performance Reporter ( Best Test Times, Completed Training, User Percentage Scores, Users point Scores, Most Missed Questions and Test Scores….).

Cours types (Structure):

The educational concept is translated into a broad range of computer-based learning tools such as:

Multiple Choice Questions: (MCMC-Questions, true/false-Questions, ordered questions, matching questions…)

Quizzing features:
FILL IN THE BLANK question
Multiple Choice Question
Multiple Multiple Choice Question (More than one answer is correct)
Ordered Question: One order of the answers is the correct order.
Matching Question

Case Studies: diagnosis and case management problems

Concept of Problem solving Cases:

Main elements of a Problem Solving Case

Decision Point:

Questions:
- Fill in the blank question
- Multiple choice question (one answer correct)
- Multiple Multiple Choice question (more than one question is correct)
- Ordered question (one order of the answer is the correct order)
- true/false question
(text combined with: images, videoclips or soundclips)
All answers with explanations, the scores of the answers are defined by the author

Datas given by the author:

(text combined with: images, videoclips or soundclips)

Normal values of laboratory examinations, abbreviations

Bibliography, Links, URL's

Short “Think Pieces”:

• “Think pieces” consists of short case studies that present a real situation on the basis of a written account or
        a data set (as table, graph or raw data).

• The students are asked to (1) generate their interpretation of the case/situation presented, (2) place the case  /situation into an epidemiological or public health context, (3) generate the conclusions and recommendations for direct public health action and/or key research/studies required.

• Think pieces are created interactively based on Powerpoint and Trainersoft and serve as (1) key elements of introducing modules, (2) an approach to repeat the content of modules and (3) tools for self- and external assessments.

• These “Think Pieces” will be inter-linked with the approaches described under 8.1, 8.2., 8.4., 8.5. and 8.6. and thus form an integral part of the overall educational and didactic approach.

Electronic Presentations (text, image, video clip, sound

For preparation of tests or examinations

Picture Album:

For retrieval or in addition to Electronic Presentations or to Tests /Examinations.

WEB-based Virtual Microscope (WebMic):

Practical microscopic courses play an important role in basic medical education since they are very helpful in learning and understanding normal and pathological histology.  The feasibility of the courses is, however, limited by the equipment (microscopes, slides, etc.).  In addition, histological sections are often not easily available for the students, thus limiting the self-directed learning.  Therefore, we developed a computer program with an interface that simulates how histological slides are studied with a light microscope. The microscopic pictures can be moved in x and y axes simulating slide movement using a light microscope.  Each histological section can be examined at various magnifications.  All of the significant structures are labeled in each section.  A subset of structures in each section can be clicked on to access a text which presents important information about the structure.  Following the completion of the learning program, a testing feature is available which allows the students to check their diagnostic capability.