Remote Hands-On "YouTube" Mediated Education: What is the RHYME project?

•

1 gefällt mir•355 views

A presentation given to the Integrated Clinical Clerkship students at UBC Medicine's Distributed Medical Program. RHYME is designed to give additional support to rural and remote students with their structured clinical examination skills. This presentation is a quick overview of the model given at the yearly orientation.

Bildung

RHYME
Remote Hands-On “YouTube”-
Mediated Education

Today

1.  Introduction

2.  Questions / Answers

3.  Equipment Demo

Why RHYME?

New educational model
(ICC)

Same academic assessment
(OSCE)

What is RHYME?
Step 1: Record a practice OSCE

What is RHYME?
Step 2: Send the video to us

What is RHYME?
Step 3: The video is reviewed by two
general internists from UBC CHES.

What is RHYME?
Step 4: We integrate the feedback within
your exam, so you see it in context.

What is RHYME?
Step 5: You may use the feedback as exam
prep and mentorship, and can interact
online with students and reviewers.

RHYME
RHYME is for you
•  Flexible schedule, topics
•  You may stop at any time

But we are also interested in what and
how you learn
•  Short demographic survey
•  Two focus groups

RHYME Team
RHYME is partnership between:
•  UBC Faculty of Medicine
•  eHealth Strategy Ofﬁce
•  Centre for Health Education and
Scholarship (CHES)
•  Northern and Island Medical Programs
•  MedIT

Weitere ähnliche Inhalte

Ähnlich wie Remote Hands-On "YouTube" Mediated Education: What is the RHYME project?

Re-framing Failure into success - EM Fellowship OSCE

Bishan Rajapakse

EMPOWER E-Assessment week: Teachers intentions and students perceptions of wr...

EADTU

One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...

Lucinda Rush

How can ePortfolios contribute to the revalidation efforts and support the co...

IAMRAreval2015

Nilofar Loladiya MSN OBG Simulation has been used widely in the clinical training of health-care students and professionals. It is a valuable strategy for teaching, learning and evaluating clinical skills at different levels of nursing and midwifery education: undergraduate, postgraduate and lifelong education (Park et al., 2016; Martins, 2017). Simulation has a positive impact on students, educators, and the individuals, groups and communities they care for, as well as on education and health organizations. The principal aims of simulation as a teaching method are to improve quality of care and ensure patient safety. The WHO document Transforming and scaling up health professionals’ education and training (WHO, 2013) strongly recommends the use of simulation. Recommendation 5 states: Health professionals’ education and training institutions should use simulation methods (high fidelity methods in settings with appropriate resources and lower fidelity methods in resource limited settings) of contextually appropriate fidelity levels in the education of health professionals. A large proportion of nursing and midwifery education curricula worldwide is dedicated to the acquisition of clinical skills. At the beginning of the learning period in clinical settings, students should be able to develop safe and timely evidence-based interventions without being interrupted by supervisors due to technical errors that may jeopardize patients’ and students’ safety. In clinical practice with actual patients, students should be self-confident and feel that others trust them; they should feel capable of performing tasks without errors and be confident that the supervisor and other team members believe in their abilities. From an ethical perspective, invasive procedures should not be taught or practised on real people; instead, trainees should be able to train in simulated, controlled and safe environments, allowing them to make errors and learn from them with no harmful consequences to any person. This ensures absolute respect for human rights by protecting patients’ dignity and guarantees the quality of nursing care, even during health professionals’ learning processes.

Simulation Based Education and OSCE

Nilofar Loladiya

Take one step

SEDA

EEF guidance report and the ECT programme

ExceedTeachingSchool

Who can be a trainer and what does the role entail? Ameli Tropé

triumphbenelux

OER - Benefits & Challenges

JaneSwenson4

OER Benefits and Challenges

JaneSwenson5

عرض د.محمد منصور الزاير لمؤتمر تكنو لا اعاقة تعليم وتدريب الأهل والأخصائيين ...

Technodisability Conference

A minute of your time ppt week six

Alyssa Vega

Instructor:Date:Grade:Subject:Size of Class or Arrangement:Directions: After you have taught the lesson you planned in Unit 4, analyze your lesson for evidence of student learning and instructional practices, using the questions provided. Then reflect on the learning you gained and its impact on future teaching, using the prompt provided (approximately 150–200 words). As a result of the analysis and reflection, make revisions to your original lesson plan. This form has four parts: Goal Statement and Rationale, Lesson Analysis, Lesson Reflection, and Lesson Revision. Complete all four parts. Submit in Unit 7 in partial fulfillment of requirements for the course project in ED5501. Goal Statement and Rationale Instructional Goal (or goals) from Professional Growth Plan: Describe how this goal will impact learner performance. Learning Goal for Lesson: Lesson Analysis · Analysis of evidence for learner learning. In preparation for analysis: · View videotape of lesson. Watch your video carefully, at least three times. At first, watch with the sound turned off to observe nonverbal behavior. · Review feedback from observer. · Study artifacts and evidence of student learning. · Gather feedback from learners by informal conversation, survey, or questionnaire. Guiding Questions Responses 1. Were the learning goals for the lesson achieved? Did you adjust the lesson so every learner could achieve your goals? What is the evidence for your answers, both in the videotape and from other sources? 2. Regarding the videotape: Are the learners engaged in the lesson? How can you tell? What do learners’ facial expressions and body language tell you about your instructions? 3. Regarding the videotape: What evidence did you see of learners taking intellectual risks? Does the class look safe as an environment for making mistakes? 4. Regarding the videotape: Were there opportunities for learners to ask questions? Do they ask questions of each other as well as of you? How would you categorize the learners’ questions? 5. Describe the evidence you have acquired from learner work and learner feedback of progress toward your instructional goal as set forth in your Professional Growth Plan. 6. Given all the evidence related to learner learning, how will you proceed toward your goal? · Analysis of evidence for instructional practices. In preparation for analysis: · Review lesson plan (desired results, assessment, learning plan). · View videotape. · Review feedback from observer. · Review completed self-assessment. Guiding Questions Responses 1. Referencing the evidence you have gathered, how does what happened in the lesson compare with what you had planned? To what do you attribute these changes? 2. Related to the above question, what instructional opportunities did you take advantage of and why? What instructional opportunities did you not take advantage of and why? 3. Explain how your design and execution of this lesson affected the ...

InstructorDateGradeSubjectSize of Class or ArrangementDir

TatianaMajor22

Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting f...

National Council on Interpreting in Health Care (NCIHC)

First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan http://telatkaohsiung.blogspot.sg/ (conference presentation blog above) see also http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training and http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation

Practical tips in formulating an e learning strategy and developing an e-lear...

Poh-Sun Goh

Practical tipsgettingcusp teamstarteddbh 4.2014

asiu4quality

ACEVO Health and Social Care Conference - David Behan

acevo

Implementing a Flipped Classroom Approach in Medical Education

DanielERitchie

OER Benefits and Challenges

JaneSwenson5

Passing the Certified Ethical Hacker (CEH).pptx

passyourcert

Ähnlich wie Remote Hands-On "YouTube" Mediated Education: What is the RHYME project? (20)

Re-framing Failure into success - EM Fellowship OSCE

EMPOWER E-Assessment week: Teachers intentions and students perceptions of wr...

One Minute Tips, Take Two! Student Perceptions of Videos Used for Teaching In...

How can ePortfolios contribute to the revalidation efforts and support the co...

Simulation Based Education and OSCE

Take one step

EEF guidance report and the ECT programme

Who can be a trainer and what does the role entail? Ameli Tropé

OER - Benefits & Challenges

OER Benefits and Challenges

عرض د.محمد منصور الزاير لمؤتمر تكنو لا اعاقة تعليم وتدريب الأهل والأخصائيين ...

A minute of your time ppt week six

InstructorDateGradeSubjectSize of Class or ArrangementDir

Commit to Rubrics: A Connecting Factor that Impacts Healthcare Interpreting f...

Practical tips in formulating an e learning strategy and developing an e-lear...

Practical tipsgettingcusp teamstarteddbh 4.2014

ACEVO Health and Social Care Conference - David Behan

Implementing a Flipped Classroom Approach in Medical Education

OER Benefits and Challenges

Passing the Certified Ethical Hacker (CEH).pptx

Mehr von UBC eHealth Strategy Office

Leveraging Mobile Technologies for Mental Health

UBC eHealth Strategy Office

Developing social media guidelines for education, training and change managem...

UBC eHealth Strategy Office

Online Risk Assessment for the General Public

UBC eHealth Strategy Office

Aboriginal eMentoring BC

UBC eHealth Strategy Office

Piloting the process of technology enabled academic detailing

UBC eHealth Strategy Office

Community Learning Centre Toolkit: A resource for community engagement in hea...

UBC eHealth Strategy Office

Health care, startups and technology culture at #sxsw 2012

UBC eHealth Strategy Office

2D barcodes (QR codes) and their applications

UBC eHealth Strategy Office

TEKTIC: An overview of a Canadian university eHealth research collaboration

UBC eHealth Strategy Office

Health Informatics Postgraduate Training and the State of Play at UBC

UBC eHealth Strategy Office

Gtkd punjabi 4 ed final

UBC eHealth Strategy Office

Mehr von UBC eHealth Strategy Office (11)

Leveraging Mobile Technologies for Mental Health

Developing social media guidelines for education, training and change managem...

Online Risk Assessment for the General Public

Aboriginal eMentoring BC

Piloting the process of technology enabled academic detailing

Community Learning Centre Toolkit: A resource for community engagement in hea...

Health care, startups and technology culture at #sxsw 2012

2D barcodes (QR codes) and their applications

TEKTIC: An overview of a Canadian university eHealth research collaboration

Health Informatics Postgraduate Training and the State of Play at UBC

Gtkd punjabi 4 ed final

Kürzlich hochgeladen

Python Notes for mca i year students osmania university.docx

Ramakrishna Reddy Bijjam

SOC 101 Demonstration of Learning Presentation

camerronhm

Klinik_ Apotek Onlin 085657271886 Solusi Menggugurkan Masalah Kehamilan Anda Jual Obat Aborsi Asli KLINIK ABORSI TERPEECAYA _ Jual Obat Aborsi Cytotec Misoprostol Asli 100% Ampuh Hanya 3 Jam Langsung Gugur || OBAT PENGGUGUR KANDUNGAN AMPUH MANJUR OBAT ABORSI OLINE" APOTIK Jual Obat Cytotec, Gastrul, Gynecoside Asli Ampuh. JUAL ” Obat Aborsi Tuntas | Obat Aborsi Manjur | Obat Aborsi Ampuh | Obat Penggugur Janin | Obat Pencegah Kehamilan | Obat Pelancar Haid | Obat terlambat Bulan | Ciri Obat Aborsi Asli | Obat Telat Bulan | Pil Aborsi Asli | Cara Menggugurkan Konten | Cara Aborsi Tuntas | Harga Obat Aborsi Asli | Pil Aborsi | Jual Obat Aborsi Cytotec | Cara Aborsi Sendiri | Cara Aborsi Usia 1 Bulan | Cara Aborsi Usia 2 Tahun | Cara Aborsi Usia 3 Bulan | Obat Aborsi Usia 4 Bulan | Cara Abrasi Usia 5 Bulan | Cara Menggugurkan Konten | Kandungan Obat Penggugur | Cara Menghitung Usia Konten | Cara Mengatasi Terlambat Bulan | Penjual Obat Aborsi Asli | Obat Aborsi Garansi | Kandungan Obat Peluntur | Obat Telat Datang Bulan | Obat Telat Haid | Obat Aborsi Paling Murah | Klinik Jual Obat Aborsi | Jual Pil Cytotec | Apotik Jual Obat Aborsi | Kandungan Dokter Abrasi | Cara Aborsi Cepat | Jual Obat Aborsi Bergaransi | Jual Obat Cytotec Asli | Obat Aborsi Aman Manjur | Obat Misoprostol Cytotec Asli. "APA ITU ABORSI" “Aborsi Adalah dengan membendung hormon yang di perlukan untuk mempertahankan kehamilan yaitu hormon progesteron, karena hormon ini dibendung, maka jalur kehamilan mulai membuka dan leher rahim menjadi melunak,sehingga mengeluarkan darah yang merupakan tanda bahwa obat telah bekerja || maksimal 1 jam obat diminum || PENJELASAN OBAT ABORSI USIA 1 _7 BULAN Pada usia kandungan ini, pasien akan merasakan sakit yang sedikit tidak berlebihan || sekitar 1 jam ||. namun hanya akan terjadi pada saatdarah keluar merupakan pertanda menstruasi. Hal ini dikarenakan pada usiakandungan 3 bulan,janin sudah terbentuk sebesar kepalan tangan orang dewasa. Cara kerja obat aborsi : JUAL OBAT ABORSI AMPUH dosis 3 bulan secara umum sama dengan cara kerja || DOSIS OBAT ABORSI 2 bulan”, hanya berbedanya selain mengisolasijanin juga menghancurkan janin dengan formula methotrexate dikandungdidalamnya. Formula methotrexate ini sangat ampuh untuk menghancurkan janinmenjadi serpihan-serpihan kecil akan sangat berguna pada saat dikeluarkan nanti. APA ALASAN WANITA MELAKUKAN ABORSI? Aborsi di lakukan wanita hamil baik yang sudah menikah maupun belum menikah dengan berbagai alasan , akan tetapi alasan yang utama adalah alasan-alasan non medis (termasuk aborsi sendiri / di sengaja/ buatan] MELAYANI PEMESANAN OBAT ABORSI SETIAP HARI, SIAP KIRIM KESELURUH KOTA BESAR DI INDONESIA DAN LUAR NEGERI. HUBUNGI PEMESANAN LEBIH NYAMAN VIA WA/: 085657271886

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

ZurliaSoop

psychiatric nursing HISTORY COLLECTION .docx

PoojaSen20

How to Manage Global Discount in Odoo 17 POS

Celine George

Grant Readiness 101 TechSoup and Remy Consulting

TechSoup

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Poonam Aher Patil

𝐋𝐞𝐬𝐬𝐨𝐧 𝐎𝐮𝐭𝐜𝐨𝐦𝐞𝐬: -Discern accommodations and modifications within inclusive classroom environments, distinguishing between their respective roles and applications. -Through critical analysis of hypothetical scenarios, learners will adeptly select appropriate accommodations and modifications, honing their ability to foster an inclusive learning environment for students with disabilities or unique challenges.

Understanding Accommodations and Modifications

MJDuyan

How to Give a Domain for a Field in Odoo 17

Celine George

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx

Amanpreet Kaur

Application orientated numerical on hev.ppt

RamjanShidvankar

Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Denish Jangid

Sociology 101 Demonstration of Learning Exhibit

jbellavia9

On National Teacher Day, meet the 2024-25 Kenan Fellows

Mebane Rash

Spatium Project Simulation student brief

Association for Project Management

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

christianmathematics

Activity 01 - Artificial Culture (1).pdf

ciinovamais

Dyslexia AI Workshop for Slideshare.pptx

callscotland1987

Key note speaker Neum_Admir Softic_ENG.pdf

Admir Softic

Kürzlich hochgeladen (20)

Python Notes for mca i year students osmania university.docx

SOC 101 Demonstration of Learning Presentation

Jual Obat Aborsi Hongkong ( Asli No.1 ) 085657271886 Obat Penggugur Kandungan...

psychiatric nursing HISTORY COLLECTION .docx

How to Manage Global Discount in Odoo 17 POS

Grant Readiness 101 TechSoup and Remy Consulting

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Understanding Accommodations and Modifications

How to Give a Domain for a Field in Odoo 17

This PowerPoint helps students to consider the concept of infinity.

SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx

Application orientated numerical on hev.ppt

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Sociology 101 Demonstration of Learning Exhibit

On National Teacher Day, meet the 2024-25 Kenan Fellows

Spatium Project Simulation student brief

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

Activity 01 - Artificial Culture (1).pdf

Dyslexia AI Workshop for Slideshare.pptx

Key note speaker Neum_Admir Softic_ENG.pdf

Remote Hands-On "YouTube" Mediated Education: What is the RHYME project?

1. RHYME Remote Hands-On “YouTube”- Mediated Education

2. Today 1.  Introduction 2.  Questions / Answers 3.  Equipment Demo

3. Why RHYME? New educational model (ICC) Same academic assessment (OSCE)

4. What is RHYME? Step 1: Record a practice OSCE

5. What is RHYME? Step 2: Send the video to us

6. What is RHYME? Step 3: The video is reviewed by two general internists from UBC CHES.

7. What is RHYME? Step 4: We integrate the feedback within your exam, so you see it in context.

8. What is RHYME? Step 5: You may use the feedback as exam prep and mentorship, and can interact online with students and reviewers.

9. RHYME RHYME is for you •  Flexible schedule, topics •  You may stop at any time But we are also interested in what and how you learn •  Short demographic survey •  Two focus groups

10. RHYME Team RHYME is partnership between: •  UBC Faculty of Medicine •  eHealth Strategy Ofﬁce •  Centre for Health Education and Scholarship (CHES) •  Northern and Island Medical Programs •  MedIT

11. Questions?

Remote Hands-On "YouTube" Mediated Education: What is the RHYME project?

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Ähnlich wie Remote Hands-On "YouTube" Mediated Education: What is the RHYME project?

Ähnlich wie Remote Hands-On "YouTube" Mediated Education: What is the RHYME project? (20)

Mehr von UBC eHealth Strategy Office

Mehr von UBC eHealth Strategy Office (11)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Remote Hands-On "YouTube" Mediated Education: What is the RHYME project?