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E Learning for Evidence-based Practice –

E Learning for Evidence-based Practice – . George Kernohan Health Research. Paul McCullagh Coordinator Medical Informatics. Sylvia Alexander Manager LTSN-ICS. Computing for Health Professionals. Overview.

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E Learning for Evidence-based Practice –

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  1. E Learning for Evidence-based Practice – George Kernohan Health Research Paul McCullagh Coordinator Medical Informatics Sylvia Alexander ManagerLTSN-ICS Computing for Health Professionals

  2. Overview • Computers in health, for delivery of evidence-based practice, using a Virtual Campus learning environment • Six-year experience. Students need flexibility & support • Integration of ICS into vocational training • Future plans

  3. Computers in health • In medical informatics we develop and assess methods and systems for the acquisition, processing, and interpretation of patient data with the help of knowledge that is obtained in scientific research. HANDBOOK of MEDICAL INFORMATICS van Bemmel & Musen http://www.mieur.nl/mihandbook/

  4. Evidence-based practice • the conscientious and judicious use of current best evidence from clinical care research in the management of individual patients (Sackett et al. 1996) Clinical experience Research Patient values

  5. Evidence-based practice The process consists of five well-defined steps: • formulation of an answerable question, • systematic literature search & appraisal of validity, • integration of evidence with clinical experience & patient preferences, • implementation of the evidence-based practice decision, and, • evaluation of the patient outcome (DiCenso et al. 2000, Guyatt & Rennie 2002)

  6. WebCT used to deliver EBP through content pages, with students guided by calendar entries, to enter into debate & discussion

  7. Six-year experience • 100 students since January 1999 • MSc Prescribing Science; Primary Care/General Practice; Occupational Therapy; Physiotherapy; Speech & Language therapy; & short-course • Follow five stages of EBP through individual, peer discussion & group-work in weekly virtual (real) class

  8. Virtual (real) class

  9. Students need flexibility & support • “Access to the lab on Wednesday afternoon, if you wished, and the peer support from the other students, were positive features” (student) • “The amount of student involvement in the electronic discussion is particularly interesting” (examiner 1) • “The mixture of individual and group work capitalised on the on the intention to make this award multiprofessional”(examiner 1)

  10. ICS Integration into vocational training • Synchronous delivery worked, each Wednesday afternoon • Mixed learning methods were popular • Students provided peer support & enjoyed group-work • Professional relevance was welcomed

  11. Meeting the international agenda

  12. Future plans • Ongoing evaluation of this delivery mode • Growth in provision through e-Tutor • Extend use of tools for automatic feedback, student assessment & group work

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