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הוראת מבוא לתורת המחלות כתהליך .באחריות המורה והתלמיד

2 ושיזף רפאלי2, יובל דן-גור1אילן המל .1 .הפקולטה לרפואה אוניברסיטת תל אביב

2 ביה"ס למוסמכים במינהל עסקים, אוניברסיטת  .חיפה

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Vision Statement Universities generate information. Information technology is changing the format

of university medical education as one school after another meshes the computer, the Internet, the lecture hall and the community.

Our long term goal is to help students to comprehend data using the best methodologies available.

Information must be readily available. Information distributed by computers is the

most economical method.

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Goal – The student is responsible for his/her education

1. Digital simulations, books and copybooks.2. Digital examinations.3. Exchange of material.4. We get the unique students selected from

a large pool of exceptional, highly motivated candidates.

5. Self-motivation is critical to the process.6. And a lot of respect.

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Impact of Learning = Engaging of Students With Course Objectives

Teacher/Tutor Contact TimePassive Learning

Individual StudyActive learning (MCQ ; POL)

Total Class DiscussionCPC, Tutorials Review

Small Group DiscussionTraditional Laboratory

The four learning blocks

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Our Responsibility - Today’s Situation(may persist for many years)

1. Updating computer classes is expensive.2. We have to teach but we prefer to be in

the laboratory.

However, Time is limited. There are few inexpensive digital books.

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How Did We Get Here? There are a few colleagues who have

collaborated to generate digital teaching material.

Original assumptions that are no longer valid :

1. I’m too old to learn it

2. I teach well, why change my method

3. The university leadership does not support it

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Available Options Do it alone. Collaborate. Who will pay/support

it ? Who will update it ?

Thus,

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Recommendation Do it alone - optional. Collaborate – best option. Who will pay/support it ? WE. Who will update it ? WE.

And have the dreams that one day the University will support it

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For fruitful study:Separate to course sessions and

build three phase blocks

Phase 2 - Readiness AssuranceIndividual Study - MCQ

Course Session 1

Phase 1 - PreparationLectures

Phase 3Review

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FinalExamination

Phase 2 - Readiness AssuranceIndividual Study - MCQ

Course Session N

Phase 1 - PreparationLectures

Phase 3Review

Phase 2 - Readiness AssuranceIndividual Study - MCQ

Course Session 1

Phase 1 - PreparationLectures

Phase 3Review

Teaching Effectiveness Program

Student Centered LearningDepartment of Pathology, Sackler School of Medicine.

Most examinations are based on QSIA platform http://qsia.org

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Final Examination

1. Must consist of both theory and practical questions !

2. Must emphasize problem solving and not rote memorization.

3. Should be digital ? 4. With glass slides (macro) ?5. Same “RULER” for all of

Schools/Programs?

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Class 2003

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In conclusionToday’s students:

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1. Have grown up in a computer age in which learning geared to visual modalities is useful to support and supplement traditional textbooks and other course materials.

2. They expect from us to use the best teaching methodologies.

3. They participate in class and challenge what we teach.

4. They discover things on their own (GOOGLE, Virtual Hospital, PubMed …..)

5. Israeli syllabus should be geared accordingly.

1. A supporting infrastructure and uniform hardware and software standards.

2. An emphasis on educational objectives (Syllabus), not technology (teaching tools)

3. Effective faculty development.4. Development of web-based versions of course

syllabi. 5. Designing curricula that foster use of information

technology in and out of the classroom.6. MONEY.

Based on current information, we may identify several key elements for successful integration of information technology into education: