U 2013-06-09 G_Tammaro Nuove tecnologia per la formazione

Nuove tecnologie
per la formazione
Gaetano Tammaro
9 giugno 2013
In un passo assai noto del Fedro, Platone riporta
il mito egiziano del dio
Theuth…
…E il re rispose: - Espertissimo Theuth, una cosa è esser capaci di
mettere al mondo quanto concerne una techne, un'altra saper
giudicare quale sarà l'utilità e il danno che comporterà agli
utenti…(274e-275a)
Corsi ERC
PROVIDER
INSTRUCTOR
•
•
•
•
•
•
•
• GIC
ALS
EPLS
ETC
CPR/AED
EPILS
ILS
NLS
RICERTIFICAZIONI
CORSI IRC
PROVIDER
ISTRUTTORI
•
•
•
•
•
•
•
•
•
• CORSO DIRETTORI
• GIC ADV
• GIC BASE
ALS
PTC AVANZATO
EPLS
ILS
EPILS
BLSD A
BLSD B
PTC BASE
BLSD PEDIATRICO
RETRAINING
CARATTERISTICHE DEI CORSI
Contenuti
Struttura del corso
• Conoscenze
• Skills
• Human Factor
•
•
•
•
•
Lezioni
Workshop
Dimostrazioni
Scenari
Mentoring
Criticità
Tempo
• Viaggio
• Durata del corso
Risorse necessarie
•
•
•
•
Numero Istruttori
Logistica
Equipaggiamemnto/materiali
Costi
Revisione della letteratura
“Se ascolto dimentico, se vedo ricordo, se faccio
capisco”
Confucio
Objective: To identify, catalog, and critically evaluate Webbased resources for
critical care education.
Data Sources: A multilevel search strategy was utilized. Literature searches were conducted
(from 1996 to September 30, 2010)…
Discussion: Comparisons between e-learning and traditional methods of education, such as
didactic lecture-based sessions, have demonstrated that e-learning is equivalent to
traditional approaches of CE in achieving learning outcomes (39–44).
Although a comprehensive multilevel search strategy was used, the results of this review are
not exhaustive of all available Web-based resources.
Conclusion: Awareness of available Web-based educational resources may enhance critical
care practitioners’ ongoing learning and clinical competence, although this has not been
objectively measured to date.
Crit Care Med 2011 Vol. 39, No. 3
Internet-Based Learning and Applications
for Critical Care Medicine
Traci A. Wolbrink, MD, MPH1,2 and Jeffrey P. Burns, MD, MPH1,2
J Intensive Care Med 2012 27: 322 originally published online 15 December 2011
Internet-Based Learning in the Health Professions
A Meta-analysis
David A. Cook, MD, MHPE at all 2008
JAMA, September 10, 2008—Vol 300, No. 10
E-learning pro
• Efficace come l’apprendimento in aula;
• Maggiore ritenzione dei contenuti del
corso
Flessibilità:
• La velocità di apprendimento è
autodeterminata dal discente e si
adatta al proprio stile di
apprendimento
• apprendimento gestito in base ai
propri impegni
• ambiente adattabile
• indipendente dal numero di studenti
• contenuti
• Aggiornamenti
• Immediato feedback specifico
allo studente
• Consente di effettuare un test
oggettivo
• Rende l'apprendimento più
divertente
E-learning - con
•
•
•
•
•
Psicomotricità;
Studiare soli, comunità mancante;
Compromissione dell’accesso all'ambiente on-line;
Impossibilità di connettersi al sistema;
Duplicazione degli sforzi.
ALSG
Perkins and colleagues compare the effectiveness of 2 days of conventional face-toface ALS training (c-ALS) with that of a blended approach incorporating e-learning and
a 1-day face-to-face course (e-ALS).
Investigators randomly assigned 3732 participants to either the c-ALS or e-ALS training
group and assessed their performance on several knowledge and skill tests.
There were no differences in performance between the e-ALS and c-ALS groups,
except that the e-ALS group did significantly worse on the cardiac arrest simulation,
the primary outcome.
Considering that Perkins and colleagues have shown success with a much shorter
training time for participants at less than half the cost of the conventional approach,
who can object to such a small decrement in the initial cardiac arrest performance
Ann Intern Med. 2012;157:69-70.
Mini-VREM
Mini-Virtual Reality Enhanced Mannequin
Motion detection technology as a tool for
cardiopulmonary resuscitation (CPR) quality training:
a randomised crossover mannequin pilot study
Resuscitation 84 (2013) 501–507
Future ?
Virtual reality serious games
Systematic review of serious games for medical
education and surgical skills training
M. Graafland1,J. M. Schraagen2,M. P. Schijven1,*
Article first published online: 7 SEP 2012
Copyright © 2012 British Journal of Surgery Society Ltd. Published by John Wiley & Sons,
Ltd.
Background:
The application of digital games for training medical professionals is on the rise. So-called
‘serious’ games form training tools that provide a challenging simulated environment, ideal for
future surgical training. Ultimately, serious games are directed at reducing medical error and
subsequent healthcare costs. The aim was to review current serious games for training medical
professionals and to evaluate the validity testing of such games.
Results:
A total of 25 articles were identified, describing a total of 30 serious games. The games were
divided into two categories: those developed for specific educational purposes (17) and
commercial games also useful for developing skills relevant to medical personnel (13).
Conclusion:
Blended and interactive learning by means of serious games may be applied to train both
technical and non-technical skills relevant to the surgical field. Games developed or used for this
purpose need validation before integration into surgical teaching curricula
Conclusioni
• Utile strumento di insegnamento per i corsi IRC;
• Punti di forza e di debolezza;
• Docente e discente dipendente;
• Sviluppo di una piattaforma di apprendimento robusto.
‘ Il Web è più un’innovazione
sociale che un’innovazione
tecnica. L’ho progettato perché
avesse una ricaduta sociale,
perché aiutasse le persone a
collaborare, e non come un
giocattolo tecnologico.
Il fine ultimo del Web è
migliorare la nostra esistenza
reticolare nel mondo ‘
(Berners-Lee 2001,p. 113).