Integrating Cybergogy into Clerkships

Report
Integrating Cybergogy into
Clinical Medical Education
Sheryl Santema, MD
2004
Pedagogy


The act or practice of teaching
commonly applied to children
It is a faculty directed and
centered model
Androgogy


The art and science of teaching
adults
It is a faculty-student centered
and directed model

Adult learners
Are self directed
 Learn best within a realistic context
 Learn by doing


I find sitting in a lecture hall listening to
someone mainly summarize the main
points of a textbook to be not only boring
but a waste of my time. Furthermore
exams that are nothing more than a
memorization exercise do not accurately
reflect or encourage the understanding of
key concepts, the development of critical
thinking, or cognitive synthesis of new
ideas or theories developed as a result of
studying the content. Worst of all I have
found this style of educational experience
to sometimes dampen interest in the
subject rather than stimulate the student to
explore the subject further. (Herrsch, M.
1998)
Cybergogy




Educational activities using
instructional technology on line
or off line.
Independent of time and place.
Student centered and outcome
oriented.
Faculty and students must have
adequate computer technology
skills.
TIME


Cybergogy allows education at
the speed of light
Cybergogy allows students in
one day to experience various
types of patients through
interactive computer assisted
learning that they may not see in
an entire clerkship/rotation.
EXPECTED



Students expect digital
communication. They use chat
pages, instant messaging, email
- they expect instant response
Student use cell phones any
where, anytime -they expect
instant communication
Students expect digital
collaboration and digital
resources for cognition
The challenge of medical
education is to prepare students
for their future - not our past.
Cypergogy
Goal


Goal is not to replicate the
clerkship/rotation online
Use the technology to create
learning experiences that
transcend what is possible in the
classroom
Levels of Web Courses
Web Presence

Lectures with
Syllabus online
 Rotation schedule online
 Lecture notes and PowerPoint
presentations online
 Clerkship/rotation evaluations
online

Levels of Web Courses
Web Enhanced

Lectures with
All times from web presence
PLUS
 Grades online
 Announcements/Bulletin board
 Supplemental materials

COMSEP
 EBM

Levels of Web Courses
Web Centered



Some face to face sessions
Online study guides help
students process the information
Uses CDs, videos, textbooks
and links to web sites as primary
instruction
Levels of Web Courses
Online



Totally online
No face to face lectures
Frequent online communication
with students
Cypergogy
Principles


Effective use of teaching
learning practices embedded in
web enhanced rotations are
important to learning outcomes
and student satisfaction.
Technology support and stable
technology tools contribute to
student satisfaction
Cybergogy
Principles



Don’t let the technology rule the
subject
It is not the technology that is
effective or ineffective but what
you do with it
When you enhance the
clerkship/rotation with
technology there is still room for
individuality and creativity.
Cypergogy
Principles

Learning is a social process
Make frequent contacts with your
students-set up virtual office hours
 Support cooperation among
students - active learning
 Provide prompt feedback-agree
on response time
 Respect diverse talents and ways
of learning-provide a variety of
assignments.

Cybergogy-Role of Faculty



Designs rotations integrating
interactive materials
Encourage active learning
Provide on-demand, flexible
learning through
telecommunication technology
Cybergogy-Role of Faculty
Sage on stage
Guide on the side
Team on the Screen
Cypergogy




http://www.clippcases.org/
 Pediatrics
http://www.pharma-lexicon.com/
 General
http://www.medschool.soton.ac.uk/emed/
 Emergency
http://www.nlm.nih.gov/research/visible/visibl
e_human.html &
http://www.uchsc.edu/sm/chs/gallery/images.
htm


Anatomy
http://www.vh.org/adult/provider/anatomy/Brai
nAnatomy/BrainAnatomy.html

Neuro
Resources



Cybergogy, Linda Caputi, 2001
Herrsch,M. 1998
Nasseh, B.
http://www.bsu.edu/classes/nass
eh/study/cumrec99/sld023.htm
The End




Proceed to the post test
Download the post test
Complete the post test
Return the post test to
Dr. Sandra Oliver
407 I TAMUII
Post test question one
1. Pedagogy is:
A. Student driven
B. Faculty driven
C. Faculty and Student driven
Post test question two
2. Which of the following
statements is false? Cybergogy
is:
A. Independent of time and
place
B. An outcome oriented model
C. A duplication of the
clerkship/rotation online
Post test question 3
3. Faculty using cypergogy should do
all the following except:
A. Set up virtual office hours
B. Support passive learning
experiences
C. Provide prompt feedback
D. Provide a variety of learning
activities

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