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IT vinder indpas på de fleste universiteter. Sund & Hed har snakket med en række studerende i ind- og udland om dette.

Carla Kruse
Chefredaktør, Sund & Hed

Daniel Thaysen Petersen
Medicinstuderende, Københavns Universitet, 8. Semester

Daniel Thaysen Petersen

Generelt om KU:
Når man starter på medicinstudiet på Københavns Universitet (Panum) bliver man placeret på et hold, hvortil der er knyttet en tutor (ældre studerende), som vejleder om forskellige praktiske ting såsom hvilke bøger der er gode, hvor meget tid man bør læse, hvor man finder holdplaner, skema osv. Dette gør, at man som ny på studiet hurtigt introduceres til hvordan instituttet fungerer.

Intranet:
En af de elektroniske hjælpemidler, som universitet udbyder og som er obligatorisk for os studerende, er KU-Net (www.punkt.ku.dk). På denne hjemmeside har man sin egen profil, hvor man tilmelder sig undervisning, eksaminer og her bliver karakterer frigivet efter eksamen. Desuden har hver studerende sin KU mail på KU-net, hvor mail fra fakultetet og undervisere tilsendes.

En lille smart feature ved KU-Net er ”Bagsiden”. Bagsiden er en slags markedsplads, hvor man kan sælge bøger, lejligheder, søge læsemakker mm.

En helt anden funktion tilknyttet KU-Net er absalon. Absalon er et intranet hvor man kan tilmelde sig grupper, fx sit undervisningshold i histologi. Når man godkendes som medlem får man adgang til et lager af fx noter fra tidligere studerende eller undervisere.

Elektronik:
Udover KU-Net, er der på Panum placeret fladskærme med holdskemaer. Disse fladskærme benyttes også til histologi undervisning, således præparater bliver gennemgået for hele holdet samlet.

Indtil nu har jeg ikke haft mulighed for, hverken at benytte mig af podcasts eller polls i undervisningen.

Dog bliver patologitimerne på 5. semester optaget og lagt ud på nettet, som de eneste. Heldigvis foregår alle eksamenerne, efter mit bekendtskab på computer, således den studerende ikke længere skal kæmpe med 4 siders gennemslagspapir.

Specielle tiltag eller mangler på studiet:
Der eksisterer ingen mentorordning, hvor en læge kikker på ens evner og sætter sig ind i hvem du er. Dette gør at nogle står stille og ikke kommer ud og prøver deres kræfter af.

Til tider er det sørgeligt og skræmmende at opleve, hvor lidt medstuderende, som er meget usikre og tilbageholdende typer, får ud af et klinikophold. For at blive udviklet som læge er supervision og vejledning nødvendig, og det er en mangelvare i den travle kliniske hverdag. Den eneste respons vi modtager er efter de mundtlige eksaminer.

Der foregår ingen løbende evalueringer eller vejledning, hvilket klart vil kunne styrke uddannelsen af læger. Det kunne være fantastisk, hvis vi havde en mentor, som var tilknyttet en lille gruppe studerende, som han var interesseret i at hjælpe på vej.

Saga Elise
Medicinstuderende, Aarhus Universitet

Saga Elise

Eksamen:
I Aarhus er der tradition for store skriftlige eksamener, fx 6 timers skriftlig Fysiologi – selvfølgelig håndskrevet og på gennemslagspapir. Sådan er det så vidt jeg ved stadig på bacheloren, men på kandidaten skal de spare penge, så de har købt en masse iPads og lavet eksamen om til multiple choice. Bruger man iPad’en kan man undervejs »flag’e« de svar man er i tvivl om. Smart.

Der er også blevet indført »on-line eksamen«, på mit semester i »lov og etik«, hvor man sidder derhjemme og kan slå alt op. Meget bekvemmeligt. Jeg har hørt, at de i København har computere når de går til skriftlig eksamen, og med et program der er virkeligt nemt at bruge. Det ville jeg ønske vi kunne få i Aarhus!

Intranet:
I hverdagen bruges internet-platformen AULA, hvilket efterhånden kører ok, selvom designet af hjemmesiden gør det meget kringlet at finde og tilmelde sig de rigtige kurser. Her lægges kursusinformation, slides og andet materiale op, og der sendes emails ud om opdateringer og ændringer.

Mere generel information fås på studerende.au.dk, mens tilmelding og afmelding af eksamen, resultater osv. findes på et tredje site. Det kan godt være forvirrende med alle de sider, men de studerende har selv fundet en løsning – en facebookgruppe, naturligvis. Her bliver der lagt links ud til de ting man ikke kan finde, og gruppen bruges også til klinikbytte, invitationer til arrangementer i fx IMCC, FADL eller studenterforskningen og til at dele andre nyttige oplysninger. Mere moderne bliver det ikke rigtig.

I enkelte tilfælde er der blevet lavet nogle podcasts til os i forbindelse med et kursus, men det er ikke rigtig slået igennem. Vi har selvfølgelig adgang til computere flere steder på campus, og der er også trådløst netværk

Hvad gør studiet specielt?
»Medicinerhuset« er de medicinstuderendes eget hus i universitetsparken, med læsesale, grupperum, loungerum, bogskabe, et stort køkken, computerrum og kontorer for de forskellige frivillige organisationer.

Der er rigtig mange der bruger »Medicinerhuset« til at holde læsegruppemøder, og mange spiser frokost og aftensmad sammen i køkkenet når de læser til eksamen. Det er virkelig dejligt på den måde at have en ”base” i universitetsparken, og en mulighed for at holde sit sociale liv lidt i gang, også når man læser til eksamen.

Wes Phillips
Medical student, University of Pennsylvania

Wes Phillips

iPads:
Our entire class received iPads and much if not all of the curriculum is accessible online. The iPads were a gift from the school given to everyone in the first and second year classes. This actually was a money saver for the university because before, each lecture powerpoint was printed out (each week we received a packet of 1000 or so printed pages).

They have really been useful so far, especially when looking at histology or pathology slides. Before, our slides were in black and white and it was hard to really appreciate the differences on paper.

Additionally, it makes studying multiple week’s material possible without carrying around 6000 sheets of paper. Taking notes on the iPad definitely required some practice, but after a few weeks I was able to take notes effectively.

Recording lectures:
Now that I am in the clinical portion of medical school, the iPad is useful for quickly looking up patient information and accessing »UptoDate« and other online resources on the go.

During my preclinical years, our lectures are recorded, which allows us to view them at our own leisure (at speeds up to 2x). This was an invaluable asset that allowed me to review subjects I had questions about or gave me the option to use the morning to shadow physicians and watch lectures in the evening. I found this method more efficient as I was able to watch the lecture, read the accompanying lecture slides and take notes (essentially going over the material 3X) in a little less than double the time to watch the lecture in real time.

Ebooks:
We also receive Ebooks and slides for each lecture in a digital format, which has allowed us to operate completely paperless.

For pathology, we no longer use microscopes, and had an online digital slide box for all of our histo/path slides which we view on flat screen TVs inserted in the small group classrooms.

We all have university access to »UptoDate«, »pubmed« and our patient electronic medical records (EPIC, Sunrise) which can be accessed remotely via a virtual log on.

What makes the university special?
It is not one group or activity that makes Penn special, it is the collective.

Additionally, the culture is in place that encourages new thinking/ways of thinking and the support that allows us to create new group as we see fit. For example, last year, a classmate and I were interested in the Cuban Healthcare system, so we started a group called Alianza Cubana to take an unbiased look at the Cuban Healthcare system.

With the support from the administration, we were able to create an official class with a budget for speakers that culminated in an educational spring break trip to Cuba for 15 of our classmate which allowed us to interact with the Cuban Health Care System face-to-face.

Brian Boyle
Medical student, Harvard Medical School

Brian Boyle

Intranet:
There are a number of ways in which internet-based resources play a role in education at HMS. Undoubtedly most important is the primary web interface, often referred to as “MyCourses,” which serves both as a database for course information and materials and a portal to a multitude of other resources.

Examples include the vast databases of primary academic literature and proprietary medical articles maintained by the Countway medical library; the site, »UpToDate« is one that students use quite frequently.

Recording lectures:
Going beyond the obligatory academic web portal, HMS course directors attempt to improve the student’s experience by incorporating other web-based solutions.

Perhaps the most obvious, and the one which affects student life most substantially, is the filming of lectures and subsequent posting to the aforementioned Mycourses site, for viewing at our leisure.

Every once in a while, professors will implement a lecture hall polling program to introduce an interactive element to a largely passive lecture; these depend on portable internet-capable devices. Little more than a gimmick, it seems, they have little impact on course quality, at least in their current usage.

Most course directors also maintain an open forum for the discussion of questions about the material, using a web-based service called “Piazza.” Some students frequent such forums more often than others, but they certainly offer more utility than the polling programs.

Students also post questions on the HMS 2015 Facebook page, most of which are quickly pounced upon by classmates; again, some are denizens of this forum, while others are not.

Flat screens:
As far as hardware, HMS, like many American institutions of higher learning, has developed a fetish for the flat screen monitor.

Those mounted in tutorial rooms offer genuine opportunities for enhanced small-group learning, providing a convenient window to scientific articles, »YouTube« videos, radiographic images, and anything else you can think of. We’ll often access MyCourses on such monitors to retrieve specific multimedia files, as well.

What makes the university special?
Web-enabled educational tools and resources are useful, but they don’t make for the most important moments in medical school. Those often happen with patients, but they can also happen with members of the faculty.

While HMS has plenty of room to improve when it comes to supporting students and fostering a sense of community, it has to be said that the administration makes an effort. The society system itself, which divides each class into groups of about 40 students, each of which has its own advising staff and event calendar, does offer some sense of family. My society master is someone I’d feel comfortable sitting down with to discuss any problems or concerns.

There are also opportunities to get closer to faculty through small-group learning formats like tutorials. One of my professors – whom I came to know through a course called Patient Doctor, which exposes us to the clinical side of medicine during our first two, largely nonclinical, years – is now a mentor who has made himself available to offer recommendations and advice. Such relationships enrich the experience more than any technology could.

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