[high-er tech & the simpsons]

HD hits our screens and also the Simpsons':


Though I do enjoy the Simpsons...I haven't yet caught any episodes with the new intro. so thanks to Andrew Sullivan over at the Daily Dish for pointing it out.

[learning on screen - 2.1]

Rachel Isba, University of Manchester Medical School, "Fact and Fiction: The Use of Television Drama in Medical Education"


The gist: use House (the tv show) to help teach med. students about being a *good* doctor
(yay! she gave us an overview of her presentation)

• What is medical education
• drama as a teaching tool
• house study
• summary and questions

med. education - specifically the undergrad. degree, it's mainly a 1st degree and completed over 5 years, graduation and then students can start as a junior doctor


[bit of a break for tech problems, loss of sound... again I have to guffaw as in a room full of people who use *digital* tools for film/video/sound and teaching...no one seems to find the volume switch]

why use visual media to teach med students - varying exposure to rare or unusual cases, development of "alternative" formats, learning should be fun (I'm thinking of the international virtual medical school)

retention levels - proven that students retain only 5% from lecturing and 10% from reading but discussion group are 50% and practise by doing is 75% retention. In the middle is audio visual and demonstration at 20% and 30% respectively. Enter medical dramas.

*It's been shown that adults remember more if in a heightened state of emotion (interesting).*




Research Questions:
Can students learn from an episode of House and
How much do students retain?

Rachel says she believes House to be the most *factually* correct medical drama.

Benefits
can be done in students' own time
perceived as fun
exposure to unusual or rare cases

Risks
poor role models
acceptability (medicine shouldn't be fun when you're learning it)
misinformation (you can't actually shock a flatline, it won't work)




Drama is a valuable educational tool but more research needs to be done.

Question: Are the graphics useful?
Answer: in House they're not far off and sometimes the close-ups of cells are quite helpful and accurate

Question: Do you use House on it's own or do you embed it into your lessons?
Answer: both ways are possible

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Dr. Chris Willmott, University of Leicester, "Sharing the Vision: Exploiting Web 2.0 technologies in promoting the use of multimedia in bioethics education"
http://www.blogger.com/img/gl.link.gif
Central thesis - web 2.0 technologies are useful for sharing and using information

Stem Cell Research: educational south park video (Kenny Dies)

Advantages of using blog service:
don't need to know any HTML (but gosh it's soooo much better if you do!)
range of off the self style sheets
built-in facilities to search (by tags, categories and reader-selected keywords)
built in site stats and tracking (but this is easy to add using google analytics or sitemeter etc...)
high visibility in google searchers
it's free

check out the bioethics bytes blog (with a delicious feed!)



conscious decision to have all different kinds of posts with video, documentary etc...and posts which engage with "academic literature" (like this post here on transgenics)


but how to get useful online videos?
bbc iplayer - short life span
streamed news footage - in perpetuity but platform dependent
Newsfilm Online (live from May 2008?)
youtube, google video - provenance of material, is it ok to recommend it if you didn't post it (given that "ethics" is in the blog title), is it ok to embed it if you didn't post it (yes if the source code is provided)
bespoke videos - student work

conclusions: TRILT is an excellent database and web 2.0 technologies are idea for teaching bioethics

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"User Generated content - Triple L Project," Dr. Jan T. Goldschmeding

TRIPLE L - about live events, learning objects and learning environments

content - captured lectures


(arg battery dying and the are no plugs anywhere...)