Are there hard boundaries between teaching and learning biomedical informatics in the twenty-first century?
Journal Title: Applied Medical Informatics - Year 2019, Vol 41, Issue 0
Abstract
Introduction: An educational transformation of academic teaching is ongoing, with lecture-basedapproaches being replaced by problem-based or team-based learning, flipped classrooms, oractive and collaborative learning. Blending on-line materials with in-person meetings is nolonger seen unusual even for the most conservatory faculty members. Our team begancombining different teaching and assessment methods a few years ago and the first two-yearcycle with separate courses for biomedical informatics and biostatistics in the medicalcurriculum has just ended. A two-fold analysis was conducted: students' performance on theone hand and teachers' perception on the other. Methods: Students' assessment scores werescrutinized for different examination components (collaborative projects, practical skills testing,multiple-choice questionnaires) for both courses, one course at a time and in combination,trying to find whether a workable connection existed between the two. Apart from personalcollegial feed-back received during the academic year, and peer review of the teaching andassessment approaches, anonymous questionnaires were used to further probe teachers'opinion. Results: Analysis included ~400 students, the examination scores proving a goodcoordination between courses' syllabi and assessments. In the 13 questionnaires from teachers(6 and 7 for biomedical informatics and biostatistics, respectively), the overall mark for the lastyear's teaching experience ranged between 7 and 10, with various sources of frustration (e.g.general medical curriculum, course syllabus, evaluation approaches). When asked about the levelof intelligence, interest and motivation of the students they had worked with, most teachersdescribed them as "average ability students" (10 out of 13 answers). Analysis also includedqueries about the methods actually employed in class and perception of different levels ofsupport received in activity. Conclusions: While the teaching-learning edges are obviously blurred,changing academic education needs a bidirectional endeavor and a multi-stage undertaking tohelp teachers actually meet their disciples.
Authors and Affiliations
Diana LUNGEANU, Bogdan TIMAR, Ioan DRĂGAN, Costela ȘERBAN, Călin MUNTEAN
Keywords
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