![Page 1: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/1.jpg)
Delivering education and training via mobile learning
MBBS(Mal),AM(Mal),FRCS(Ed),FRCS(Glasg),FICS(USA),MBA(USA), Dip Hand Surgery(Eur), Dip MedEd(Dundee), MIDT(OUM),FHEA(UK),FFST(Ed), FAcadMEd(UK).
Senior Consultant Hand Surgeonwww.handsurgeryedu.com
Dr Vaikunthan Rajaratnam
![Page 2: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/2.jpg)
Credentials
• > 30 years clinical practice and teaching• Qualifications in medical education(FAcadMEd)• Director of On line Courses, Perdana University, Malaysia• Experience in instructional design and technology(MIDT)• Publications and research in surgical education• Senior Clinical Examiner – Birmingham/ Singapore• External Examiner Ortho and Hand Surgery Exit exams –
Indonesia/Malaysia/Singapore• Examiner /Faculty Royal College of Surgeons Edinburgh• Quality Assurance Panel of Visitor in PG ME&T, UK• Core Faculty Member Orthopaedic Surgery – ACGME-I• Core Faculty Member Hand Surgery Residency, Singapore• Advisor to Special Committee for redesign of hand surgery exit
exam Singapore• Fellow HEA UK• Reviewer for Educational Research Grants HEA
![Page 3: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/3.jpg)
IndiaSri LankaBangladeshCambodiaIndonesia
![Page 4: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/4.jpg)
Maslow's hierarchy of needs
![Page 5: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/5.jpg)
ALTRUISM IN MEDICINE – a survey of medical professionals’ thoughts and attitudes
: 74% of respondents had used their medical expertise and experience in altruistic behaviour outside of their normal working role, with nearly 1 in 5 of respondents spending over 6 month doing so.
57% was completed in their home country, and 43% abroad.
83% were willing to commit a period of time each year towards organised altruistic work
![Page 6: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/6.jpg)
Altruism in Medicine An analysis of perception , definition and practice of altruism among medical professionals in Singapore
. 79% of the respondents said they had used medical training in an altruistic manner outside their work , 32% at home and 36% at home as well as abroad .
94% said they are willing to commit to a fixed period in a year towards altruistic activity
![Page 7: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/7.jpg)
Makings of an equitable, just and accessible system of sustainable global health for the needy
Glocal
Education
Management
![Page 8: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/8.jpg)
annually account for $740 million (in U.S. dollars) and rank first in the order of most expensive injury types, before knee and lower limb fractures ($562 million), hip fractures ($532 million), and skull-brain injury ($355 million). Productivity costs contributed more to the total costs of hand and wrist injuries (56%) than did direct health-care costs. Within the overall group of hand and wrist injuries, hand and finger fractures are the most expensive group ($278 million), largely due to high productivity costs in the age group of twenty to sixty-four years ($192 million).
Why hand surgery
De Putter, C. E., Selles, R. W., Polinder, S., Panneman, M. J. M., Hovius, S. E. R., & Van Beeck, E. F. (2012). Economic impact of hand and wrist injuries: health-care costs and productivity costs in a population-based study. The Journal of bone and joint surgery. American volume, 94(9)
![Page 9: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/9.jpg)
Glocal
![Page 10: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/10.jpg)
Education, Education and Education
![Page 11: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/11.jpg)
1. Quality care/optimum outcomes - education 2. The current UG curriculum inadequate3. Currently PG hand programs - exclusive 4. Need
• flexibility, • student centred • on-demand learning that is • universally accessible, • affordable and • locally relevant.
![Page 12: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/12.jpg)
1. designed for practising doctors 2. universally accessible3. e-learning platform4. modular in nature5. catering to working doctors educational
needs
The Solution
![Page 13: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/13.jpg)
An on-line modular programme Three levels of qualifications:
PG Certificate, Diploma and Master’s degree,
MOODLE LMSInternational faculty - 8 Deployed on line (handsurgeryedu.com).Perdana University Malaysia
![Page 14: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/14.jpg)
• Future of learning changing• Everyone can learn. • Communities of practice can build programs. • Ubiquitous learning changing the landscape • Massively open online course - the model • Alter the relationship of all stake holders • Viability of this educational model.
![Page 15: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/15.jpg)
Management
Intangible Tangible
People
Organisational
Relationships
Real Estate
Equipment
![Page 16: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/16.jpg)
CollaborationCommunicationCoordinationEducationPassionCompassionConcentrationEffort
![Page 17: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/17.jpg)
International CollaborationLocal SurgeonsSystemsStructureStrategyValues
![Page 18: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/18.jpg)
Brain
![Page 19: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/19.jpg)
![Page 20: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/20.jpg)
Education and Training
Education has a much broader aim to develop an individual
training has a narrow aim to increase knowledge and skill in specific areas.
![Page 21: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/21.jpg)
Pressing problems of education
accessquality and Cost
Daniel, J. (2002). Technology is the Answer: What was the Question?
UNESCO Assistant Director for Education
![Page 22: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/22.jpg)
way forward for online education
involves the participation of both instructional designers/learning technologists and discipline-based academics
Larreamendy-Joerns, J. and Leinhardt, G. (2006). Going the Distance with Online Education.
Review of Educational Research, 76/4, 567-605.
![Page 23: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/23.jpg)
THE LEARNING PROCESS
PEOPLE LEARN IN DIFFERENT WAYS
THE BRAIN PLAYS A ROLE
BASED ON ASSOCIATIONS
OCCURS IN CULTURAL AND SOCIAL CONTEXTS
PEOPLE THINK ABOUT THEIR OWN LEARNING, AND THEIR FEELINGS MATTER
![Page 24: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/24.jpg)
Teaching
PROCESS OF ORGANIZING THE ENVIRONMENT
ORGANIZING KNOWLEDGE, INFORMATION, AND ACTIVITIES
PROCESS OF ORGANIZING PEOPLE
![Page 25: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/25.jpg)
![Page 26: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/26.jpg)
![Page 27: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/27.jpg)
![Page 28: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/28.jpg)
![Page 29: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/29.jpg)
![Page 30: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/30.jpg)
Cognitivist Theories:
Assimilation Theory (Ausubel)
Attribution Theory (Weiner)
Cognitive Load Theory (Sweller)
Cognitive Theory of Multimedia Learning (Mayer)
Component Display Theory
Elaboration Theory (Reigeluth)
Gestalt Psychology (Tolman)
Mental Models (Johnson-Laird)
Schema Theory
Stage Theory of Cognitive Development (Piaget)
![Page 31: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/31.jpg)
Behaviorist Theories
Classical Conditioning (Pavlov)
GOMS Model (Card, Moran, and Newell)
Operant Conditioning (Skinner)
Social Learning Theory (Bandura)
![Page 32: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/32.jpg)
Constructivism
Cognitive Apprenticeship (Collins et al.)
Communities of Practice (Lave and Wenger)
Discovery Learning (Bruner)
Social Development Theory (Vygtosky)
Problem-Based Learning (PBL)
Situated Learning (Lave)
![Page 33: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/33.jpg)
Humanism
ARCS Model of Motivational Design (Keller)
Emotional Intelligence (Goleman)
Experiential Learning (Kolb)
Maslow’s Hierarchy of Needs (Maslow)
Self-Determination Theory (Deci and Ryan)
![Page 34: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/34.jpg)
Design-Based
ADDIE Model of Instructional Design
ARCS Model of Motivational Design (Keller)
Elaboration Theory (Reigeluth)
![Page 35: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/35.jpg)
Open Education Resources
U.S. Secretary of Education Arne Duncan at the U.S. Agency for International Development (USAID) Global Education SummitAugust 6, 2013
![Page 36: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/36.jpg)
…potential to transform education
“At the same time, the fast-evolving field of education technology—from cloud computing to personal learning devices to Open Education Resources like the Khan Academy, which my two young children enjoy—has huge potential to transform education”
http://www.ed.gov/news/speeches/education-only-solution
![Page 37: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/37.jpg)
..opportunities..
“Open Education Resources and other communication tools can help improve and expand teacher training and professional development—a huge opportunity in countries grappling with large teacher shortages and under-educated teachers”
http://www.ed.gov/news/speeches/education-only-solution
![Page 38: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/38.jpg)
Rapid Prototyping
![Page 39: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/39.jpg)
E learning
![Page 40: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/40.jpg)
Using Instructional Design in post graduate surgical skill training
Vaikunthan Rajaratnam1, 2, Tong Pei-Yein1
1Department of Orthopaedic Surgery, Khoo Teck Puat Hospital, Singapore2Yong Loo Lin School of Medicine, National University of Singapore, Singapore
![Page 41: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/41.jpg)
psychomotor specialty predictable, reliable and
cost effective surgical skills development
high quality simulations model to acquire skills
![Page 42: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/42.jpg)
Current theory and trends
Behaviorism
Cognitivism
Constructivism
Design-Based
Humanism
On line & E Learning
MOOC - Free courses Open access
Models – MITX www.edx.org
SOLE-Self Organizing Learning Environments
Remove barriers to learning
![Page 43: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/43.jpg)
Identified real world problems
Demonstrated skill gaps in hand surgery
Used the theories of instructional design (ID) and learning
Analyse the instructional needs of learners and skill gap
Generated solutions using the principles of ID.
![Page 44: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/44.jpg)
Individual needs of the learners
Entry behaviour and characteristics,
Stated objectives of the instructions.
Developed instructional activities and materials
Effective and efficient transfer of information and skills
Immediate and relevant feedback and
Valid and reliable
![Page 45: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/45.jpg)
An Instructional Design model (ADDIE)
The curriculum The Delphi method was used to map the curriculum
grounded on community orientated and outcome based, incorporating , surgical experts and tertiary hand referral center
data .The pedagogy
catered to projected learner demographics utilising the work based learning framework ensuring flexibility,focusing on process-driven curriculum, self-directed andexperiential learning.
Formative assessment onlyautomated e -assessments,learning logs and reflective practice assignments
Methodology
![Page 46: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/46.jpg)
perform a professional task with sufficient independence. Defining and developing Entrustable Professional Activities (EPAs) in hand surgery.
4 skill acquisition workshop were conceptualized and developed :-1. Injured Hand Assessment; 2. Flexor Tendon Workshop; 3. Hand Fracture Fixation; 4. Micro-neural repair workshop
Community needs and ensuring fit for purpose outcomes
EPAs are entrusted when a supervisor is confident the trainee can demonstrate the knowledge, skills and attitude required of the task, knows when to ask for additional help and can be trusted to seek assistance in a timely manner.
![Page 47: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/47.jpg)
Instructional Event Internal Mental Process
1. Gain attention Stimuli activates receptors
2. Inform learners of objectives Creates level of expectation for learning
3. Stimulate recall of prior learning Retrieval and activation of short-term memory
4. Present the content Selective perception of content
5. Provide “learning guidance” Semantic encoding for storage long-term memory
6. Elicit performance (practice) Responds to questions to enhance encoding and verification
7. Provide feedback Reinforce and assessment of correct performance
8. Assess performance Retrieval and reinforcement of content as final evaluation
9. Enhance retention and transfer to the job Retrieval and generalization of learned skill to new situation
Gagnes 9 events of instruction
![Page 48: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/48.jpg)
Twice yearly (except for micro-neural repair wokshop - annually).
Assessed for usefulness with immediate feedback following the course.
These were analysed and showed there was high satisfaction and learning of skills.
Results
![Page 49: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/49.jpg)
![Page 50: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/50.jpg)
![Page 51: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/51.jpg)
![Page 52: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/52.jpg)
![Page 53: Mobile learning for medical volunteeerism final](https://reader033.vdocuments.pub/reader033/viewer/2022042819/55ce4d2dbb61eb65528b4586/html5/thumbnails/53.jpg)
www.handsurgeryedu.com
http://www.facebook.com/handsurgeryedu
https://twitter.com/handsurgeryedu
http://www.linkedin.com/groups/Hand-Surgery-International-3804094