1 / 32

Digital and Digging It: The Case of Virtual Microscopy (VM) and Computer-Based Exams (CBE) at BUSM

Digital and Digging It: The Case of Virtual Microscopy (VM) and Computer-Based Exams (CBE) at BUSM. CEIT Workshop March 26, 2012 Debbie Vaughan and Jana Brady Boston University School of Medicine. PRESENTATION. Virtual Microscopy (VM) Our journey to VM Demo: virtual microscopy

gary
Download Presentation

Digital and Digging It: The Case of Virtual Microscopy (VM) and Computer-Based Exams (CBE) at BUSM

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Digital and Digging It: The Case of Virtual Microscopy (VM) and Computer-Based Exams (CBE) at BUSM CEIT Workshop March 26, 2012 Debbie Vaughan and Jana Brady Boston University School of Medicine

  2. PRESENTATION Virtual Microscopy (VM) Our journey to VM Demo: virtual microscopy Pedagogical enhancements made possible by VM Summary of Why VM? Pedagogical Advantages, Disadvantages, Student opinions ExamSoft® Computer-based Exams (CBE) Our journey to CBE What can it do? and How do we do it? (with sample screenshots; Demo available) Summary of Why CBE? Pedagogical Advantages, Disadvantages, Student opinions/ourcomes

  3. BUSM histology laboratory in the early 20th century Traditional order: lecture laboratory

  4. Our Histology laboratory in the late 20th century Improved order: laboratory lecture

  5. Begin investigation of Bacus™ VM system Summer 2006 Fall 2007 Preparation (servers, contract, $$, selection, syllabus,…) Bacus™ VM begins -teaching modified -sessions held in library computer classrooms Fall 2007 Fall 2008 History of Virtual Microscopy (VM) at BUSM Fall 2009 Pilot VM with laptops BUSM students required to have laptops -L2 classrooms remodeled and designed for laptop use -students use laptops for Bacus™VM Fall 2010 Preparation for NDP VM (feasibility, negotiations, contracts,…) Fall 2011 Replaced Bacus™ VM system with NDP VM system Fall 2012

  6. After less than five years with the Bacus™ VM system, we had to replace it. vm Demonstration: http://busmnz.bumc.bu.edu

  7. Digitized Images: • can be viewed at 9 levels of magnification • can be dragged along the x- and y- axes, and sometimes ‘focused’ along the z-axis

  8. Fall 2007: VM permits desirable pedagogical enhancements Current teaching sequence: :Laboratory (self-study) DiscussionSession (interactive) Lecture BUSM computer lab: Students can easily work together.

  9. Other Instructional Technologies: SmartSyncpermits the synchronization of computers. Turning Point® ARS quiz assures the self-study is completed before Discussion. SmartBoard Interactive Whiteboard encourages student presentation and participation.

  10. Spring 2010: pilot VM with laptops in model computer classroom Interactive small group Discussion Sessions are encouraged in medical school.

  11. Fall 2010: all BUSM students required to have laptop computer Histology Discussion Sessions: L2 classrooms designed for laptop use

  12. L2 classrooms can be opened for exams Practical Exams: students view annotated slides (questions) in NDP and enter answers in Blackboard 8

  13. Virtual Microscopy • Why? • Inadequate glass slide collection • Increasing expense of materials distribution and upkeep • Limited availability of microscopes and slide sets • Pedagogical advantages: • Improved histological material • Students continue to develop ability to analyze and interpret material • Learning curve for interpreting material faster without microscope • Ability to divide laboratory exercises into self-study followed by interactive discussion sessions • Disadvantages: • Histological material is identical for all students • Students do not use microscopes • Student feedback: • Value study anywhere and anytime where internet available (incl. iPad) • Efficient and effective system for group study • Can capture images and label for review, consultation, and study

  14. PRESENTATION Virtual Microscopy (VM) Our journey to VM Demo: virtual microscopy Pedagogical enhancements made possible by VM Summary of Why VM? Pedagogical Advantages, Disadvantages, Student opinions ExamSoft® Computer-based Exams (CBE) Our journey to CBE What can it do? and How do we do it? (with sample screenshots; Demo available) Summary of Why CBE? Pedagogical Advantages, Disadvantages, Student opinions/ourcomes

  15. History of CBE at BUSM Discover ExamSoft® at AAMC annual meeting Fall 2009 Preparation (due diligence; explore vendors; contracts; $$...) BUSM students required to have laptops Fall 2010 Pilot ExamSoft®with GMS Histology students on-going preparation with MED administration and faculty Fall 2011 Use ExamSoft®in four BUSM I courses Fall 2012 Most BUSM I and II courses will use ExamSoft®CBE

  16. ExamSoft® Computer based Exams: • Exams may be secure or not secure • Variety of questions—MCQ,T/F, essay, Fill-in-blanks—are possible • Questions, and MCQ choices, can be completely or partially randomized • High quality images and video can be included and can be manipulated • Time limit is set for each exam; elapsed time and time warnings can be set • Navigation panel shows which questions answered and unanswered • Examtakers can cross out choices

  17. About Home Page: register students; monitor students and exams; email options • SofTest: the exam (exam taker’s view) • exam takers download software that is automatically updated • exam takers download encrypted exam • with password, computer enters secure mode with access only to exam • at completion of exam, answers are automatically uploaded with internet connection • SofTeach-Web: exam construction • database of questions to use in the exam; variety of question types • questions tagged by customizable categories: e.g., topic, cognitive level, author, USMLE category, clinical type, etc. • construct exam • set security levels, details of release, and other controls • email communication with exam takers • SofScore Web: scoring exam • statistics: by exam taker, by category, by exam, by question • grading • customize released results; can email to students

  18. About Home Page: register students; monitor students and exams; email options • SofTest: the exam (exam taker’s view) • exam takers download software that is automatically updated • exam takers download encrypted exam • with password, computer enters secure mode with access only to exam • at completion of exam, answers are automatically uploaded with internet connection • SofTeach-Web: exam construction • database of questions to use in the exam; variety of question types • questions tagged by customizable categories: e.g., topic, cognitive level, author, USMLE category, clinical type, etc. • construct exam • set security levels, details of release, and other controls • email communication with exam takers • SofScore Web: scoring exam • statistics: by exam taker, by category, by exam, by question • grading • customize released results; can email to students

  19. Exam screen: MCQ with high resolution image that can be moved or resized and navigation panel.

  20. Exam screen: MCQ illustrating cross-out function, and “alarm” panel for timing

  21. About Home Page: register students; monitor students and exams; email options • SofTest: the exam (exam taker’s view) • exam takers download software that is automatically updated • exam takers download encrypted exam • with password, computer enters secure mode with access only to exam • at completion of exam, answers are automatically uploaded with internet connection • SofTeach-Web: exam construction • database of questions to use in the exam; variety of question types • questions tagged by customizable categories: e.g., topic, cognitive level, author, USMLE category, clinical type, etc. • construct exam • set security levels, details of release, and other controls • email communication with exam takers • SofScore Web: scoring exam • statistics: by exam taker, by category, by exam, by question • grading • customize released results; can email to students

  22. Database of entered questions: Questions categorized by topic folder, item description, categories, creator, type, and if previously used, by biserialscore, date used, and difficulty.

  23. Create an exam Open folder Two unused questions are selected… …and added to the exam being created.

  24. About Home Page: register students; monitor students and exams; email options • SofTest: the exam (exam taker’s view) • exam takers download software that is automatically updated • exam takers download encrypted exam • with password, computer enters secure mode with access only to exam • at completion of exam, answers are automatically uploaded with internet connection • SofTeach-Web: exam construction • database of questions to use in the exam; variety of question types • questions tagged by customizable categories: e.g., topic, cognitive level, author, USMLE category, clinical type, etc. • construct exam • set security levels, details of release, and other controls • email communication with exam takers • SofScore Web: scoring exam • statistics: by exam taker, by category, by exam, by question • grading • customize released results; can email to students

  25. Sofscore: item analysis statistics question #1

  26. Sofscore: Exam Takers’ results can be customized for reports, and release

  27. ExamSoft Computer-Based Exams • Why? • All professional exams (e.g., USMLE exams) are computer-based • Sustainability: reduce paper use • Cost basis is per student, not per exam • Pedagogical advantages: • Ability to track student performance by categories, such as topic, cognitive level, type of question • Ability to track question stats and design exam by various categories you set yourself • No apparent negative effect on grades • Disadvantages: • Initial software glitches • Space for giving exams to class of 180 students • Student feedback: • Most students see value of CBE • Students appreciate ability to track performance by categories • Generally students prefer ExamSoft to paper exams

  28. BUSM Students: fall/winter feedback (2011-2012) % “ExamSoft was easy to use” % “I prefer ExamSoft to paper and pencil exams”

  29. Thank you for your attention! Deborah W. Vaughan, PhD Department of Anatomy and Neurobiology, BUSM dvaughan@bu.edu & Jana Brady, MS Education Technologist, BUSM janbrady@bu.edu NDP: busmnz.bumc.bu.edu ExamSoft: www.examsoft.com

  30. Topics: presented step-wise in the course syllabus

More Related