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Instructional iBook Project for UC Irvines Neurology Clerkship - Thesis Example

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Using the guiding principles of a book as well as the interactive learning provided through gaming simulations, the project will focus on the creation of an effective iBook as a learning tool for University of California Irvine Neurology Clerkship students. Students who are in…
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Instructional iBook Project for UC Irvines Neurology Clerkship
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Instructional iBook Project for UC Irvines Neurology Clerkship

Download file to see previous pages... all students in the clerkship are provided iPads, the iPads will also insure that students get 24 hour access to comprehensive learning tools and student support services. As a learning tool inside and outside of the classroom, the iBook will blend the theories of problem-based learning in interactive-simulated style to help these medical students practice their critical thinking while fostering intrinsic motivation to learn and collaborate with others. Not only will the iBook aid students with their own learning, but it will also give instructors a way to measure the progress of their students by gathering data about their student’s advancement through iBook simulations and iBook assessment exams. Overall, the project will help all medical students in the Neurology clerkship to better succeed in the program and become better critically thinking medical professionals in the process.
The aim of this study is to develop and design an instructional iBook project for UC Irvine’s neurology clerkship. A review of the literature is conducted to establish the rationale for developing and designing an instructional iBook project for UC Irvine’s neurology clerkship. In this regard, the subjects covered include best practices for clinical instruction, instructor certification, student MD certification, and instructional technologies in clinical settings.
Clinical instruction is ‘multifaceted and complex’ with the clinical instructor required to manage a number of duties and to ‘respond to competing demands (O’Conner, 2006, p. 27). The clinical instruction is required to have a ‘working knowledge of patients assigned to students’, and must also understand the ‘healthcare problems likely to be encountered and the treatments, procedures and policies that apply’ (O’Connor, 2006, p. 27). At the same time, although students have a common educational goal, they all have different ‘learning needs’ (O’Connor, 2006, p. 27).
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