eLearning for Medical Education

The Medical Industry is one of the fastest growing industries in the world, with new research, technologies, and techniques being developed almost daily. However, along with the development of new medical technology, the industry of medical education is being hard-pressed to keep up. Traditionally, medical education has relied on experienced faculty training, student-patient interactions, and internships. However, considering the pace of development of medical technology, it’s only a matter of time before direct physical learning and interaction may become prohibitively difficult to employ.This isn’t exactly comforting for the patients, or even for the students themselves. However, interactive clinical case studies and surgical simulations in eLearning, are quickly gaining popularity as an efficient and cost-effective means of imparting education on new medical technologies.

As a matter of fact, medical students are themselves more interested in virtual systems and interactive case studies than in traditional methods of medical education. Case in point, systems such as the Dental Anatomy Software allow a dental student to explore accurate tooth anatomy and detail at their own pace of understanding, instead of having to look at 2-dimensional drawings and imagine it in 3 dimensions! This saves a lot of time and energy for both the student and the teacher, and also results in the student gaining a much more solid base of fundamental understanding. Virtual surgery simulations and virtual patients are helping to provide the same understanding-through-experience at a more advanced level of medical education as well.

That isn’t to say that medical technology is best learned through virtual experimentation alone. Hardly! The importance of watching a star surgeon performing a difficult operation is invaluable. However, with eLearning, the student can watch a video of the surgery being performed anytime they want to rather than having to depend upon the luck of the draw to be picked as an assistant for that surgery in real life. Every student gets an equal opportunity to watch the operation, learn from it, and if needed, watch again – as opposed to waiting for an almost exactly similar surgery to be performed again!

Watching videos of a surgery can only help so much, and cannot match the experience of performing the procedure yourself. Let’s face it – nobody’s that perfect! Like most humans, even medical students sometimes have to learn from mistakes. However, medical students have no margin for error in real life. With interactive virtual patients and virtual surgeries come the inevitable new trend of the eLearning industry – gamification! The instructional technique may be called ‘gamification’, but don’t be fooled! It has been proven that with the proper controls and environment, this technique results in an exponentially higher assimilation of content and performance as against application of the instruction learned through traditional methods.

To summarize, the medical industry is one of the few industries in the world with many bleeding-edge technologies being developed. Instructing students about these technologies needs to be done in a bleeding-edge manner as well – and that is what eLearning and ‘gamification’ accomplishes with ease!

Many medical schools and healthcare centers are now more than willing to adopt these modern educational techniques. Some of these early adopters of eLearning are now refurbishing themselves by moving the learning modules on mobiles devices like tablets and smart-phones. Harbinger has been working with several medical centers to transform conventional medical courses into interactive online modules.

Please mail us to setup an online meeting with Harbinger and experience the advances in medical education.

Designing a “Dual-Mode” Course!

When dealing with K12 providers, one of the common issues we need to address is the need to have teaching aids in the course. Most of the time, we create two versions of the course – one for the learner, without the teaching aids, and one with the aids, for the teacher. We recently completed a course for a K12 provider who needed to teach kids a chapter of history using World War II photographs as a medium.

We used a neat trick in this course that helped us to identify exactly what features needed to be stripped off for the student version of the course – We simply created a dual-mode course! All the teaching aids for the course were accessible through a button, so the student version simply had that button disabled!

We didn’t need to create the same course twice, and we could easily identify what information needed to be given as teaching aids. This also allowed the teacher to concentrate on going through the course using the teaching aids alone, while the students focused on the content that was being taught. You may ask, how can the teacher ignore the content being taught? They don’t!

Curious to learn more? Write to info@harbingergroup.com.

Using Course Interface as an Engagement Tool!

Course interfaces tend to become a bit monotonous these days. This has become even more common with the use of rapid interaction authoring tools, where the Graphical User Interface (GUI) is only customizable as far as their colors. The form, the shape, and method of interaction are all features that still need to be individually programmed and created from the ground up when they are needed.

We recently completed a course for a K12 provider who wanted to teach kids a chapter of history through the use of World War 2 photographs. Most of the solutions available had interfaces featuring Back and Next buttons, maybe fancy page number panels, or perhaps a spin-wheel with the various pages on them. There was nothing that could be used to blend into a story and give a more environmental connection to the content that was to be taught in the course.

Then it hit me! I remembered the old View-Masters we used to have and how we used to spend so much time as kids looking at various places or photographs through them, and thought to myself “Why can’t kids today experience the same thing?” Right there was the interface we were looking for! What better way to have attention focused on the photographs that were to be used as a medium for teaching this chapter on history? We created the course with this vision, if you’ll pardon the pun, and needless to say, the kids loved it!

We created a GUI that made it look like the learner was viewing the photographs on a View-Master, with the tip of the circular view-disk peeking out from the top. Clicking buttons on either side of the disk allowed the learner to move ahead. The content to be taught is accessed through push-buttons built onto the View-Master frame, allowing the learner to view the story behind the photograph as well as the things to be discussed regarding the photograph.

Want to share any such “WOW” moment in your course design? Post your comment here or write to info@harbingerknowledge.com.

Harbinger’s Thought Leadership Forum – Session #1: The Best and The Worst of Educational Outsourcing

As we had mentioned in our previous post, Harbinger’s Thought Leadership Forum, in its first edition, has taken up a topic that’s very relevant to all of us in the educational outsourcing business – What to do and what NOT to do in the educational outsourcing business.

And sharing with us decades of knowledge and experience on this subject is Kim Sullivan, Senior Editorial Director of Words and Numbers, Inc.

In a freewheeling chat with Kim, we learnt many interesting facts about educational outsourcing. She strongly emphasized the need for quality, transparency, trust, consistency, domain knowledge and creativity. Educational Outsourcing in not a factory business and should not be termed as a BPO [Business Process Outsourcing].

Given below is the link to the audio recording of the interview by Bijoy Banerjee, AVP – Business Development. We look forward to reading your comments on this post or you can also write to us at info@harbingerknowledge.com.

Session #1 | Aug 2012
Topic: The Best and The Worst of Educational Outsourcing
Expert: Kim Sullivan, Senior Editorial Director of Words and Numbers, Inc.
Podcast duration: 12.5 minutes

Click here to listen to the podcast.

Harbinger’s Thought Leadership Forum – A Series of Podcasts With Leading Industry Professionals

Harbinger is proud to announce the launch of Harbinger’s Thought Leadership Forum, an unique place where learning and industry experts come together to talk about thought leadership, trends, challenges and solutions in the learning outsourcing business.

This forum is meant for all of us in the learning business. You can access blogs, case studies, white papers and podcast of interviews with the learning experts. It’s going to be an exciting place for knowledge sharing and thought leadership in the learning domain. We welcome you to connect with this forum.

In its first edition, the forum has taken up a topic that’s very relevant to all of us in the educational outsourcing business – What to do and what NOT to do in the educational outsourcing business. And sharing with us decades of knowledge and experience on this subject is Kim Sullivan, Senior Editorial Director of Words and Numbers, Inc.

Watch out for this first podcast in the series starting next week where you can listen to Kim Sullivan sharing her experiences with Bijoy Banerjee, AVP, Business Development.