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Related Experiment Videos

Evaluation of an Interactive Case-based Online Network (ICON) in a problem based learning environment.

Arif N Nathoo1, Patricia Goldhoff, James J Quattrochi

  • 1Francis Weld Peabody Society, Harvard Medical School, Tosteson Medical Education Center, 260 Longwood Ave, Suite 255, Boston, MA 02115, USA.

Advances in Health Sciences Education : Theory and Practice
|September 30, 2005
PubMed
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The Interactive Case-based Online Network (ICON) effectively complements medical education, enhancing collaboration between students and faculty. User data and perceptions indicate successful adoption of this online learning system for medical training.

Area of Science:

  • Medical Education Technology
  • Online Learning Systems
  • Neurological Case Studies

Background:

  • Traditional problem-based learning (PBL) curricula in medical education can be enhanced by web-based innovations.
  • The Interactive Case-based Online Network (ICON) utilizes a case method approach for medical training.
  • Assessing online learning systems requires metrics beyond user perceptions, including system utilization data.

Purpose of the Study:

  • To evaluate the implementation of a web-based learning system, ICON, in undergraduate medical education.
  • To assess ICON's effectiveness as a complement to traditional problem-based learning curricula.
  • To gather user perceptions and system utilization data for benchmarking the online platform.

Main Methods:

  • A case study was conducted over two years within the Human Nervous System and Behavior (HNSB) course at Harvard Medical School.

Related Experiment Videos

  • Small group tutorials utilized the ICON platform, integrating virtual patient interactions.
  • Student and faculty interviews, alongside system utilization data, were collected and analyzed.

    • Main Results:

    • Students and faculty actively utilized ICON, with students spending an average of 3.2 hours/week and faculty 4.8 hours/week.
    • Key benefits identified by students included real-time engagement, improved faculty relationships, and self-paced learning.
    • Faculty noted enhanced collaboration and more realistic student experiences, while both groups cited increased time investment and reliance on mentorship as limitations.

    Conclusions:

    • ICON represents a novel online platform for fostering collaboration in undergraduate medical education.
    • User perceptions and utilization data suggest successful adoption of ICON by both students and faculty.
    • The study highlights the need for further research into assessing novel online educational technologies.