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[MUSIC] Hippocrates is a free open access website
created by the Centre for Medical Education at the
University of Bristol. It contains a growing number of short
interactive tutorials. Designed to help students prepare for
their face to face seminars. In this case study, Dr. Stephanie Eckholt
and Dominic Alder, talk about the need for the
project. The pedagogy behind it, and how it
supports medical students when they're on clinical placements at
hospitals around the United Kingdom. Essentially the project was conceived to support third year medical students in
particular. So this is the first clinical year of a
five year medical course that they go through at the
University of Bristol. >> Been essentially a series of, basic
webpages, with, a navigatable menu on the left hand. And within those pages we had various
interactive exercises. >> A typical tutorial would consist of
say, 10, 10 to 15 questions. And these questions would be based around
a case study or [COUGH] an image, a medical image, or, or a
sentence or a phrase. And we'd have to answer questions. >> We've tried to keep those quite short
so students can do them either the day before or even just the morning of
their face to face teaching session. So it's like just in time teaching. It's there, it's ready for them, you know
it's in their brain and then they can apply it. >> And that would basically give us the
core scientific knowledge that was required to then
complete the second part. Which would be a group tutorial, in, in
our clinical environment, where the, led by a facilitator who would be a
doctorate in that particular area. >> This is the properties website that
we've, we've built. First we're going to go into the medicine
and surgery section, which is is slowly being
populated with material. And we're going to go down into the renal
section. And find the AKI acute kidney injury core
topic. So the idea is that the students study the
AKI tutorial in their own time before they then go to the seminar
based on that, from that tutorial. So the students are given some, some
tables and things that they can apply in some of the exercises as
they go through. We would expect them to download these,
print them out, and have them next to them as they go through the,
go through the tutorial. They're given a basic warmup exercise to
start with and this is stuff that they really already should
know, this is nothing new to them. But it's just to give them a warm up as
they start to go through the tutorial. And then as they go through, they're
given, layered information. For example, in this, in this page, the
core information that they need to take away is presented on the
page itself. If they want to go into some of the
definitions in more detail then they can go into the pop openings
underneath, such as this one here. There are various interactive questions
and things that they can study as they go through. Some of them give them instant feedback
such as these ones on the screen. Some of the others may ask them to think,
actually think about the question. Maybe write it down. And then look at the feedback. And then they've got something written
down that they can then compare with whats on the
screen. And they can take all that forward into
the seminar with them. We also use this tool in various places in
the exercise as we're going to show you. It's essentially a labeling tool. So it allows you to drag drag labels into
the table and to use a prevent present it with
feedback. It's whether they got the answer right or
wrong. It's quite a flexible tool. It's called Dragster. There's lots of different ways it can be
used. As well as the core topic material I've just shown you that's divided up in
specialties. There's other sections as well because the
website was really designed not just to to give people core
topic teaching. But also to help them adjust to life in
clinical medicine. So there's these sections down the
left hand side. You can see that that help students adjust
to that. So this one that covers a lot of the key concerns that students have when they go
onto the boards. But there's also the video library which
goes through it's it's not it's not the whole stage of
managing the complaint. But it's the actual examination part of
it. And there's some, there are various videos
as we go thru this. I'll just go into a couple of them here. So let's start with Cranial nerves
Examination. This was actually written by a student, a
few years ago, and they did an excellent job with
this tutorial. So we are going to some of the videos that
they produced. Okay, Shawn, could you just cover up your
left eye for me? >> Okay. >> Okay, so I'm going to cover up my
opposite eye now. Okay, brilliant and can you just tell me
when you see me finger wiggling? So first, it's testing Shawn's temporal
field in his right eye, okay? >> Yep. >> This was the first video that Steph and
I produced. This is an examination of the
cardiovascular system. The examination is divided up into the key aspects, which are each presented with a
video clip. >> Essentially just gently put your
fingers on both of the radial pulses, and wait to make sure that the pulses are
timed exactly the same point. >> Some are built in to questions, with
feedback different videos as to whether the student gets the
question right or wrong. And then at the end the end of the
tutorial, the presenter goes through the examination as
if the camera isn't there. >> Okay. Do you have any pain in your shoulder at
all? What I'm going to do is just lift your arm
up. [BLANK_AUDIO] >> One of the best things about the
tutorial was the ease of use. As soon as it was uploaded it was really
self explanatory where you could go. >> You really feel set up for the tutorial
when you go there which is something that you
don't always feel. And we felt it was something we could
always re-visit, say if there were things that we didn't
really understand. >> Overall, they responded very well to
it. They liked the fact that they knew what
they were going to be dealing with in a face to face
session. They liked the fact that they were prepared and they felt generally more
confident. >> Al, almost entire, the entirety of the students in my experience had done the
tutorial. Did come with questions, came with ideas,
and, and had that knowledge that made the, the group
tutorial a lot more dynamic. A lot more interesting. >> And I think the facilitators find it
more rewarding that we can all participate in a
discussion. Because we have that prior knowledge
before turning up to tutorials. [BLANK_AUDIO] >> The transition from a medical student
to a student doctor happens in these three
clinical years. And at the end of that you need skills and knowledge, but you also need to have
developed adult learning behavior. So a lot of the set up and the way
tutorials run. Was, was driven by, how do we do this? How do we make these people into
independent learners? The idea was that, by giving them this
structure of preparation and then face to face teaching, they would
learn the the benefit of preparation. >> I think setting up for things in
advance is something that we should be doing, but
maybe aren't. Maybe aren't doing, and I think this gives
us the encouragement for preparing in advance, which is what we
should have been doing all along. >> And also within the tutorials we've
tried to introduce things like, if you don't know about this, look it up,
look it up in a book. You know, look it, if you don't know about
this drug look it up in a book. So not just give everyone well here's your
pop up box that tells you what this does, no, you need to go outside and
you need to look stuff up. And because that's, that's simulating the real situation when these students are
doctors. [BLANK_AUDIO] We were really keen to make teaching more rewarding and more efficient for the, for
the teachers. We've taken time to educate people and
spend time showing them how easy the resource is to use and some of the
resources that are on it. And once you actually can show people in
a, you know, even the teachers in a supported
environment. How to use these things and how to look at
them. We've had really good feedback from them. [BLANK_AUDIO] >> I think this whole project has been
really worthwhile. I think there's a long way to go with the
website. If you go to the website there's a lot of
empty spaces that we need to work on. But I think as a concept having an open access resource with some really high
quality material. Its been, its been, its been a great thing
to work on and we're really excited by where
it's going. >> I think there's definitely scope for
getting con, contribution from other institutions and
also from other countries. And I think really working towards an open
access network, you know, of knowledge for medicine, specifically would
be absolutely fantastic. [BLANK_AUDIO]

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