All 18 entries tagged Student
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November 11, 2010
I got scared after reading the boot camp installation. Unless someone can reassure me I think I'll have to give it a miss....
I'm just in the process of trying to install windows 7 on a MacBook Pro. Here's the chain of events so far.
- I bought the software from "Software4students", as a student thinking it was the bonafide software. Its not.
- On arrival of the software it was an upgrade disk. The software came in an unmarked, loose, nonsealed plastic wallet.
- I sent it back because I thought I wouldnt be able ot install it on my mac, although i do own genuine windows 7 on my desktop.
- "Software4students" refused to give me a refund, and sent the software back to me, stating it was in thier T's and C's. I was pretty annoyed by this, but essentially there was nothing that could be done other than trying to take them to court.
- They sent the disc back to me.
- I have just read on a blog that I may be able to install it directly on a Mac.
So here goes, installing Windows 7 'Upgrade' on a mac with no windows, although I do own Windows, albeit its on another PC.
- Is it just me or is the 'upgrade' bit on the picture above just a little bit too small?
- Am I pretty amazed that its pretty unclear as to weather or not this works or not? Yes.
- Are there lots of students who will by the Windows7 student edition? Yes.
- Do I think I should be able to get a refund for software that I haven't used or entered a licence key for? Yes.
As it turns out I think Im just going to give it a go and hope for the best.
Will it work? I will find out.... Hopefully in less than under 2 hours!
PS... if you are reading this and you know that its not going to work, feel smug now...
August 16, 2010
I am quite amazed that the university's switchover to live@edu service from Microsoft seems to have gone very smoothly. In fact I had a problem this morning.
- I used the web to find the contact number
- Rang the contact number
- Received helpful advice
- Now my email address seems to work perfectly...
If only everything was this simple... I do have some concerns about the listings of the 5 digit login codes on the address book, and I have emailed the IT service desk to flag this with them (I assume ti is an error?).
May 03, 2010
Writing about web page http://www.medbiq.org/events/conferences/2010/index.html
I had a great time at the International Conference on Virtual Patients in London last week. One of the real positives to come out of the web2.0 discussions was how to hear how students can get engaged with elearning technologies. I personally took one idea as being a really helpful one.
The concept of using twitter and the use of hash-tags (like #lecture) to allow students to post up comments on a running board during the process of a teaching session sounded to me really attractive.
I wonder if anyone else is using a similar technique to help teach, and what their experiences have been. It can be a little daunting teaching groups of 150+, and I guess things could get out of hand, but it sounds like quite an engaging thing to get the students to do. I think Ill roll it out the next time I get to teach a few medical students.
There were quite a few other comments from people attending the conference, I hope to put some of them in a more formal form here.
There is also a great clip on YouTube which really summed up the buzz or the vibe that I'd like to create trying to deliver these new things, from a chap from the University of Arizona. It was interesting to hear the opinions of some of his previous peers on his teaching style, he certainly gets my vote for the high quality production and the messages you get from the video.
August 11, 2009
The NHS is coming under increasing scrutiny, and the issues around its funding once again making front page news. There are some recurring statistics: productivity in the NHS has fallen by 4% despite a large cash injection from 1997 onwards.
But what does this mean? There is an increasing drive for doctors in training to have formal management qualifications. With this in mind, what does a 4% increase in productivity actually mean? Does every doctor do 4% less work? Are patients likely to get only 96% of the treatment that’s should be given to them? More importantly if a trainee inside the organisation, with an interest in management has little idea of how the numbers are derived, and what they mean to the average medical clinic, A&E department or on call surgical list, then there is a problem.
The most telling argument was a rule mentioned in passing to me by a colleague. It doubles follows a principle which despite my ‘intelligent’ Google searching, I cannot find…It goes like this: once you turn a marker of performance into a target, that marker of performance ceases to accurately reflect performance.
When applying this to the NHS you get a simple, understandable concept. Consider the Emergency department 4 hour wait. It is likely that departments that were seeing, treating, discharging or transferring patients within 4 hours of their arrival in that department were good A&E departments, better than the ‘norm’. Where is the evidence for this? Common sense and expert opinion!
Once the 4 hours becomes a target, then hospitals managers will be ‘forced’ to hit those targets. If that means renaming a bay in A&E as an inpatient observation ward then so be it. If it means treatments being delayed, then so be it. Its increasingly common for junior doctors to be faced with management policies at their inductions, and the potential repercussions of not fulfilling specific targets set. Its more likely that they will be turning away from the NEJM to the other publications (for example form the Medical Defence Organisations like the Medical Protection Society) that produce survival advice for newly qualified doctors in changing times.
The difficulty is introducing the kind of lean management principles reported in the late 1990s by the American Academics that sought to find out why Japanese Car manufacturers like Toyota could produce and import cars to the US for less money than their American counterparts.
It is the challenge of meaningfully measuring and quantifying management performance in the NHS that is the challenge. Getting from line staff (like myself) to understand the concepts of productivity is critical, as is giving departments this sort of information.
If the focus shifts to lean and efficient management processes, then the numbers behind the targets will follow. The measurement of markers of productivity needs to be more transparent to staff, patients, and contributors to the NHS budget (British taxpayers) to allow them as voters to make informed decisions surrounding healthcare policy.
July 07, 2009
Writing about web page http://www.virtualpatients.eu/
I've been enjoying working with a number of different software packages for virtual patients over the past few
weeks including Labyrinth, vpSim and a number of offerings from a number of organisations.
What I can say is the beauty and speed of whats been evolving really does put these developments into really new areas of research.
The real point is that its not clear exactly how to educate undergraduates, doctors or patients using these forms of software, but research is now being dedicated towards this area including a European Body eViP, which held the first International Conference dedicated to Virtual patients earlier last month (June 09) in in Krakow.
Numerous e-learning developments are blogged daily by practitioners interested in the Web2.0, and virtual patients really offers the opportunity to practising physicians and educationalists to work together, each generating significant content.
Im looking forward to developing some elearning content here at Warwick for undergraduates. But how is this actually done? A diagram below (created using vpSim from the University of Pittsburgh) will help to explain things. Depending on which system is in use, a series of interconnecting pathways with options for questions/ interventions and branches along with multimedia gives students the opportunity to work their way through different clinical cases.
Each of the nodes contains detailed clinical information as well as patient resources.
Obviously there are a number of concerns that go along with generating such content. material published on the world wide web can be copied and is difficult to withdraw once consent for publication has been given. Fortunately detailed consent forms and information given to patients whose clinical images may be used in such cases helps minimise the impact of such problems.
hopefully the open access nature of the Web 2.0 revolution, the creative commons licence and other initiatives will bring virtual patients to an international audience and overall improve the quality of patient care. Important research questions remain to be asked about how these tools can be used to teach doctors, nurses, physiotherapists and other allied health care workers.
For more information on eViP, watch a video, from them, embedded below.
June 03, 2009
Spending the last year working on a number of different elearning projects along with the up keep of a large VLE with >2000 registered users has been complex. The most frustrating aspect of elearning is the difficulty in transferring presented material from a common presentation format used by most teachers (in my experience, PowerPoint) to a web based environment.
Searching the web as I did for "PowerPoint to flash" seemed to be the answer, with the 'flash' platform being well used.
After using a couple of commercial products as a trial, we have come round to using the Ispring model. this allows the user to create a PowerPoint to flash file at the click of a button. without being an expert in IT, this seems to offer the perfect answer, with simple menu driven functions for zip file/ different presentation flash styles, presenters, layers and other models.
SCORM-Taking things a step further
Being interested in elearning research, what about patterns of use when you're using these sorts of things? SCORM (I believe developed by the US military) seems to be the solution. I gather Ispring now have a tool which is SOCRM friendly to allow users to analyse how students have performed suring custom designed quiz packages.
We're yet to try this version, but it seems to offer a simple solution to a difficult problem.
HTML- you will...
Its still unfortunate that without a simple grasp of HTML, you will still not be able to utilise flash from different sources, no matter how good the software is at creating it. However with the embedded codes that are standard, this isn't too much of a problem.
All our problems solved?Maybe maybe not. Anecdotally we have had reports that bits of our flash (not generated through Ispring) do not play on peoples Iphones. This is a disappointment.
We'd like to use the SCORM content with Moodle to try it out.
Overall we give Ispring a 5/5 rating. I hope to put their software to the test further having already presented it at the British Society of Rheumatology.
An example of the free hosting that comes with slideboom (handy if you're using a mega file with video and your university webspace is running low)-a site a bit like youtube for flash- can be seen below. This is the ultra basic, free trial version of Ispring. I intend to publish the more complex players on the blog shortly.
March 17, 2009
I run a Website through a web hosting company which is said to offer "unlimited bandwidth". The bottom line is however that this essentially is meaningless! To host large medical examination videos (i.e. 80megabytes plus) without a dedicated server to 750 plus users is virtually impossible.
Having now negotiated new hosting, our customers will hopefully be much happier, however it does seem to be a bit misleading as a non IT professional when you look at whats on offer from some hosting firms. However, apart from the download issue, our hosting providers have been first class, and initially ewe did not specifically ask about video hosting.
Not withstanding our wonderful VLE (see Robert OToole's site for his perspectives!), having high quality video material is essential.
You can watch a video here, which was that was first hosted on YouTube.
Now our speeds are pretty similar to that found on YouTube.
My Masters in Medical Education is continuing apace and I hope to be able to accredit some of the experiential learning from the site towards my future qualifications.
At the site, on the quesitons and videos and also on our blog our videos now run quite seamlessly. Hopefully when we encourage feedback from our use base, we'll be able to concentrate more on the content than providing a high quality service.
If you have any comments I'd love to hear them.
February 19, 2009
The Telegraph are today reporting on the story that Virginia Jibowu, a medical student from Kings College London was subject to racist bullying. They have reported the following on their website.
Virginia Jibowu claims she was ostracised by students in an "institutionally racist" environment at London's King's College medical school.
The 25-year-old alleges that fellow students refused to shop, eat or share a shower-room with her in their accommodation.
The issue looks set to run into the courts. I hope to poll medical students on their thoughts on the issue at my sister site Medical Educator.
We're planning some educational research to look at patient feedback for mock medical student final exams. Assuming we are randomising patients into 2 groups and they have a set time for discussion (e.g. 10 minutes) we have an ethical dilemma.
Should we allow the student who get specific patient feedback (3minutes) more time in total (i.e. a discussion time of 13 minutes?)
Or should we allow both groups 10 minutes and include the patient feedback as part of that 10 minute session.
And is it fair to the medical students? We'll be presenting it tomorrow...