Interested in starting a pilot?
If you’re ready to start or would like to discuss interactive learning with someone, the school’s EdTech group is happy to answer any questions you have.
Contact us now »
The School of Medicine is exploring a range of interactive learning strategies with the aim of developing best-practice support for faculty who want to evolve their courses. Our efforts are building on the results of early pilots that have demonstrated benefits in a number of courses.
Below is a list of some of the interactive learning projects currently in development. These reflect the breadth of subject areas and level of instruction that can be accommodate through this pedagogy.
-
Blended Learning Cardiac Physiology Block for INDE221: Human Health & Disease
See details »
Course/Block Director: Andrew Patterson
Department: Anesthesia
Type: Undergraduate medical education
Description: The current course structure lacks opportunities to solve clinical problems as the factual knowledge is obtained. Such opportunities are not only engaging for the students, they give the information relevance and improve retention of information.
We are reconfiguring the cardiovascular system block to facilitate both problem solving and interactive learning. The first half of the cardiovascular block will be taught with traditional lectures and used as a baseline for our evaluations. During the second half of the block, lectures will be eliminated in favor of approximately 100 pre-recorded 5-15-minute online video modules accompanied by quizzes (embedded inside videos and/or separate). Classroom time will be used for case-based problem solving sessions, simulation, and interactive discussions and exercises.
As the online cardiovascular physiology curriculum at Stanford is developed, our team will work with the Gitwe Hospital and School in Rwanda and engineers at the Khan Academy to make our course available to the students in Gitwe. The Gitwe Rwanda element of this project will be the first step in providing free, engaging, accessible medical education content to students and health care providers worldwide.
To evaluate the learning outcomes, we will partner with Stanford Center for Medical Education Research and Innovation as well as the Office of Medical Education’s Division of Evaluation.
-
Antimicrobial Stewardship: Improving Clinical Outcomes By Optimization of Antibiotic Practices
See details »
Course Director: Lucy Tompkins
Department: Medicine
Type: Continuing medical education
Description: An interactive course on the evidence-based utilization of antimicrobial agents, development and compliance with antimicrobial stewardship. Four interactive lectures are tentatively planned:
» Outpatient infections (emphasis on IDSA guidelines): acute rhinosinusitis (new guideline out), acute bronchitis, etc.
» Approach to antibiotic therapy in sepsis.
» The problem of antibiotic resistance.
» The role of antimicrobial stewardship.
This will be targeted toward clinicians by the repeated use of recognizable clinical examples demonstrating the problems faced and the practical clinical approach to dealing with them.
-
Endocrinology and Women’s Health Tutorial for INDE222: Human Health & Disease
See details »
Course/Block Directors: Donald Regula, Neil Gesundheit, Paula Hillard
Departments: Pathology; Medicine - Endocrinology, Gerontology, & Metabolism; Obstetrics & Gynecology
Type: Undergraduate medical education
Description: Students will be expected to review core course content by watching lecture videos before class. These lecture videos will be recorded in advance by the course lecturers for the purpose of this project, with the intention of establishing a video library covering the key concepts. In class, principles and knowledge will be reinforced via interactive classroom exercises such as:
» Live patient interviews with discussion
» Videotaped patient interviews with discussion
» Clinical vignettes - either long cases or short cases in a series of rotating small-group multi-station exercises
» In-class debate
In-class exercises will be designed to be immersive experiences, allowing the students to get close to the science via real-world applications. Faculty and colleagues will be a key part of leading discussions in class.
-
Cultural Competence in Clinical Trials Recruitment: Web-based CME Training for Healthcare Providers in Asian American Populations
See details »
Course Director(s): Kim Rhoads
Department: Stanford Cancer Institute
Type: Continuing medical education
Description: This web-based CME course will be designed through an academic-community partnership collaborative. The content of the course will include videos; interactive web based scenarios and animated power point presentations along with pre- and post training tests and quizzes to ensure that participants are absorbing the material.
The content for the course will be developed through focus group and key informant interviews with both patients and providers in the Asian American communities. Videos will be produced to depict role play between patient and providers with some variations on cultural competence. Questions from the video will be posed to the participants regarding their perceptions of the interaction between the video actors. Animated power points will emphasize key learning points, reinforcing messages delivered in the videos.
Participants will be asked permission for re-contact in order to research the efficacy of the program and to glean important information which will be used to adapt the program to increase effectiveness over time.
-
Surgical Decision Making Game
See details »
Course Director: James Lau
Department: Surgery
Type: Continuing medical education
Description: Surgical decision-making is a complex process that integrates critical thinking with factual knowledge and experience. Sound clinical judgment is absolutely essential to ensure the highest standards of patient safety and care.
From a previously CME funded grant from 2011, a novel mobile educational game was developed by the Stanford School of Medicine for the teaching and re-enforcement of the treatment of sepsis. This interactive app Septris challenges the clinician to evaluate, diagnose, stabilize, and treat simultaneously multiple virtual patients with classical presentations of sepsis.
The team will identify and create eight to ten scenarios encompassing classic acute surgical disease and shock states that would be vetted and adapted for the Septris platform. Introduction of this game and instruction regarding its use will take place at grand rounds and other local department gatherings.
CME evaluation of the game and educational content will be elicited from each user after a total of 2 hours of game play is accomplished (not required at one sitting). These evaluations will be registered electronically and CME credits will be awarded to all attending surgeons and other players who elect to play for CME units. Expansion of the game’s user base and dissemination of the app at other institutions and through national meetings is also anticipated.
