Programme

June 19, 2015

Friday, 19 June, 2015 - 08:30 to 09:00
Conference room: 
Single session
Friday, 19 June, 2015 - 09:00 to 09:45
Conference room: 

Technologies for care – the imperative for upskilling carers

Abstract: 
Over a 100 million people in Europe care for a family member or friend (European Innovation Partnership 2011). Many of them are caring for an older person and indeed many are older people themselves - caring for a spouse, sibling or parent who has reached great age. Increasingly, information and services are accessed online, yet a recent study has shown that 30% of Europeans are not online, and many of these are older people or people living with disabilities (International Longevity Centre, 2012). Telehealth and telecare innovations are being developed to support carers and the people they care for, with the potential to enable older people living with long term conditions or disabilities to stay in their own homes for longer (Moran et al. 2014). However, older carers, and the people they care for, often have limited digital skills due to constraints such as time, resources, age, and capacity. Such limitations restrict their ability to use new and emerging digital devices and social media and may negatively influence their willingness to engage with telehealth and telecare, especially as many carers are unaware of such devices and services (Carers UK 2013). Lack of digital skills, therefore, can reduce older people’s opportunities for independence and limit the ability of both carers and cared –for people to lead productive, creative lives in accordance with their needs and interests. Our research has shown that many carers, both family carers and paid care workers, are keen to develop not only their digital skills but also their caring skills and their knowledge of the health conditions of the people they are caring for and report favourably on the benefits of such upskilling. Care agencies are also becoming aware of the need to upskill their staff to meet the demands of 21st century care. European Innovation Partnership (2011) Pilot on active and healthy ageing. Available at http://www.eurofound.europa.eu/resourcepacks/activeageing.htm International Longevity Centre (2012) UK Nudge or Compel? Moran et al. (2014) International Journal of Integrated Care (IJIC). Nov2014 Supplement, Vol.14, p5-6. Carers UK (2013) State of Caring report
Single session
Friday, 19 June, 2015 - 09:45 to 11:00
Conference room: 

Medical/Health Education Informatics: from birth to grow; an account of achievements

Abstract: 
Medical Education Informatics brings together researchers in the multi-disciplinary areas of Medical/Health Education, pedagogy, Open Education educational technology and technology enhanced learning, Medicine2.0 and the semantic web. The homonymous conference aims to provide a forum for the presentation and discussion of the research activities of its actors, namely, academics, medical teachers, health professionals, clinicians, psychologists, web scientists, engineers, computer scientists and managers all involved in medical/health education "as it is" or enhanced by ICT innovations. The main concept started back in 2012, with the 1st International Conference on Medical Education Informatics (MEI2012, www.mei2012.org), inspired by developments and collaborations ignited during the mEducator (www.meducator.net) project. Key papers from MEI2012 appeared in a special issue in the Journal of Medical Internet Research (http://www.jmir.org/themes/108). MEI as a domain started being shaped first in two International Workshops on "Multi-type Content Repurposing and Sharing in Medical Education" organised in Larnaca, CY (2009), and Plovdiv , BG (2010), as well as, many other clustering and dissemination events which have taken place since 2009, in the framework of the mEducator project. MEI2012 conference created the space for discussion and debate about the evolution of learning technologies and the web and its integration and role within modern medical education. This year, the 2nd International conference (MEI2015) is organised within the framework of the CAMEI Project (http://www.camei-project.eu/). The latter coordinates research activities and policies towards the development of renewed educational material and programs, as well as, new trends for acquiring new knowledge by the healthcare workforce in EU and USA in an effort to foster trans-national access to research infrastructures from both EU and USA partners and establish a network of best practices in Medical Education Informatics. However, this year, MEI2015 is supported by other funded projects, namely, ePBLnet (http://www.epblnet.eu/) [funded by the TEMPUS programme]; Millennium Hospital (http://www.mhel-project.eu/) [funded by ]; WHAAM (http://www.whaamproject.eu/) [funded by the Lifelong Learning Programme of the European Commision; Key Activity 3 Multilateral Projects]; and STHENOS (http://www.sthenos.gr) [funded by the Greek Ministry of Education and Religious Affairs, Culture and Sports (ref. number 2012ΣΕ24580284]. The not-for-profit organisation, Open Knowledge Foundation and mainly the Greek Chapter activities (http://okfn.gr/) have contributed much with further dissemination and development of semantic and open technologies in view of their application in health/medical education. Classically speaking the MEI domain borrows much content from the Educational Technology area and the computer science as well as medical/health education fields, not to mention the very close health/medical informatics domain. Contemporary activities, however, are fueled by the admitting the quite philosophical truth that "our abilities to measure what we do and how we think are poor". As a result, one of the recent activities showing great promise well within the MEI domain, is exploring various approaches in assessment and activity metrics and analysis of big educational data, that is learning analytics. In this paper, the main cornerstones of the past 5 year achievements are revisited in the light and promise of new endeavours and the envisaged prospects, in an effort to emphasise the need for the domains existence.

Free-range professional development

Abstract: 
All learning is open as learning can’t happen otherwise. The concept of free-range has been borrowed from farming where it has been recognised to create more ethical ways of being and better quality results. We could add to the mix the Do-It-Yourself, recycling and upcycling culture which are gaining not just popularity but also importance to raise awareness and responsibility for a sustainable present and future and transform us all into makers and innovators. Being resourceful, sharing and collaborating for own and collective good become increasingly more important and enable us not just to survive but also to thrive in challenging times. Learning and development is ongoing, it has to be, if we want to keep up and lead change. The rapid technological advancements and the desire of humans to collaborate, brought about changes to the way we live, learn and develop. The internet and social media have minimised geographical distances and maximised the potential for free-range learning and professional development that stretches across the globe. The Open Education Movement, open educational resources, open educational practices as well as Massive Open Online Courses (MOOCs) all contribute to the opportunities and the possibilities. Professional development is increasingly a blend of formal, non-formal and informal offers and activities. Especially professionals can benefit from new ways of development within open and distributed communities. Having the freedom to pick ‘n’ mix opportunities and putting their own development menu together based on their needs and aspirations is empowering and will help them further enhance their practice, their career prospects as well as their connection with and belonging to professional communities. Keywords free-range learning, professional development, Open Education Movement

Global Usage of e-Learning Objects by healthcare stakeholders: input and impact

Abstract: 
Background Reusable Learning Objects (RLOs) are short, self-contained chunks of multimedia, web-based learning, on a focused topic. Their ability to engage healthcare users in interactive learning has earned increasing recognition in recent years. We have established a participatory methodology for RLO development. Stakeholder input is important in the success of RLOs as it ensures alignment with need, appropriate pedagogical design and ownership leading to use and reuse. RLOs were released as open content and ‘travelled’ with an online evaluation questionnaire. Few studies report on reuse of RLOs. Here we report on a study investigating global reuse and impact on RLOs on evidence-based practice, biosciences, clinical skills and pharmacology. Objective To determine the global reuse and impact of 71 RLOs openly released between May 2006 and July 2013. Method Data was collected from respondents via an online questionnaire hosted by Survey Monkey. Questions used Likert scales and asked about ease of use, helpfulness for learning and overall rating of the RLO. Qualitative fields asked ‘What do you most like?’ and ‘What did you not like?’. Survey files from 71 RLOs were downloaded and imported into a central database for analysis. Results Data were provided from 13,217 respondents who had undertaken one or more of the RLOs. 67.4% of respondents were students, 24.8% were staff, with other users including nurses and doctors. Different regions accessed different RLO types - 68% of North America respondents’ accessed evidence based practice RLOs. Pharmacology RLOs were more likely to be accessed by respondents from Asia. Regardless of region, 97.9% rated the RLO as ‘very helpful’ or ‘helpful’ when learning their subject. Conclusions Our study shows extensive global reuse of health RLOs demonstrating impact on learning for a wide range of stakeholders.

The role of information technologies in medical curriculum harmonisation

Abstract: 
In this contribution a new comprehensive approach describing medical curriculum harmonisation will be introduced. Behind the whole concept stays original methodological background, which is trending towards an outcome-based paradigm, together with an engineering and development of new curriculum management system intended for for curriculum designers, guarantors and faculty management. It provides a clear and transparent composition of compulsory and optional courses, and easy identification of potential duplicities and overlaps across a domain of medical and healthcare education. For students, it means an absolutely new way of how to understand what is really taught during a learning period, including all necessary meta information such as type and range of teaching, related MeSH keywords and list of essential terms presented in particular lecture, seminar or clinical practice. Moreover it brings a new communication channel between all involved stakeholders including students at institution level. The broad overview shows that various existing curriculum management systems focus on the outcome-based paradigm only from a certain perspective offering the agenda together with selected functionalities. However, they are unable to cater all the needs on curriculum harmonisation of the today’s higher education institutions. This is the reason why we decided to develop own web-based platform supporting guaranteed and more transparent building of curriculum including a control mechanisms in the form of deep inspection. Furthermore we will introduce a set of data mining and statistical methods in compliance with standardized and approved approaches, which are used for content analysis of a huge dataset extracted from a curriculum management system. These results may assist to identify potentially problematic areas and construct comprehensive overview of defined curriculum, because from the perspective of human cognition abilities, it is not possible to carefully read, verify and understand all learning units with all their linkages and co-dependencies.

The e-Examination Ecosystem in Healthcare Education: Information and Process Models

Abstract: 
Abstract. High stake assessments are an important component in all stages of healthcare education that validate learners’ clinical performance but may also inform and promote the learning process. The aim of this study is therefore to investigate the main aspects of the examination process that may become more effective and efficient with the application of informatics. A deductive approach based on four case studies was adopted and conceptual modelling was used to visualize the e-examination ecosystem. The components of the e-examinations ecosystem are presented in the form of information and process models. Finally variability in the ecosystem based on the type of e-examinations is highlighted.
Single session
Friday, 19 June, 2015 - 09:45 to 11:00
Conference room: 

An ontology to support evidence-based Functional Behavioral Assessments

Abstract: 
The term Functional Behavioral Assessment (FBA) refers to a set of multiple assessment strategies aimed to identify specific antecedents and consequences that maintain a target behaviour (Du Paul, 1996). In the context of FBA, standards and protocols to support the data exchange between researchers, health professionals and therapist are under-represented. Moreover, there is a need for sharing common actions and assessment practices in order to improve the application of the FBA. To meet these goals, we propose the definition of an FBA ontology as a tool to describe three specific aspects related to individual, behavioural and assessment data in different contexts of everyday life such as school, family and social environments. The individual data include: diagnoses, medications, school information, discipline referrals and other events, thus providing a comprehensive overview of the individuals and the network of support people with specific roles that collaborates on the individual’s care. The behavioural data include the description of an individual´s target behaviour, and information about places and settings in which the behaviour occurs. The assessment gathers structural behavioural data collections, according to systematic direct observation, and in compliance to the ABC model (antecedents, behavior, and consequences) commonly used in the Cognitive Behavioral Therapy (CBT) for identifying behavioural functions, and designing intervention plans. This data is relevant in supporting statistical analysis in order to evaluate the efficacy of the behavioural treatments. Moreover, the FBA ontology provides a complete model that enables integration and interlinking with other Linked Open Data datasets and repositories thus supporting the sharing of appropriate resources such as behavioural patterns, effective intervention strategies, and behavioural treatments. Finally, the ontology provides the basis for the designing of software applications to support the functional assessment processes. This ontology has been applied in the framework of the WHAAM (Web Health Application for ADHD Monitoring) project, aimed to promote the FBA approach to the behavioural treatment of ADHD children. References: DuPaul, G. J., & Ervin, R. A. (1996). Functional assessment of behaviors related to attention-deficit/hyperactivity disorder: Linking assessment to intervention design. Behavior Therapy, 27(4)

A Mobile-Friendly Vocabulary for ADHD

Abstract: 
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common disorders that affect children. There is a debate among scientific community about whether ADHD constitutes a risk factor with consequences in adult life or it is a distinguished syndrome. Given that there is not an ADHD acceptable biological marker, its diagnosis is based on behavioral symptoms. This study aims at developing a mobile-friendly vocabulary for ADHD that combines DSM-IV, ICD-10 and Vanderbilt ADHD Diagnostic Teacher Rating Scale in the most sufficient way. More precisely, we propose a list of ADHD symptoms that are the minimum number of symptoms that should be diagnosed on an ADHD sufferer. The proposed vocabulary could promote the early diagnosis from parents, teachers as well as health professionals but also stimulate the public awareness on ADHD.

A generic ABCDE algorithm for medical image interpretation

Abstract: 
An approach to the process of interpreting medical images is presented. The algorithm applies for both Pathology and Radiology images. This simple mnemonic (ABCDE) can be used as a memory aid determining the order in which diagnosis should be approached. First, before having the slide under the microscope or the radiology image on diaphanoscope we need to make sure that it is correctly labelled and prepared (Correct). We also need to know or gather all available information concerning the patient (A, Available Information). Once we come across the image, two fundamental questions should be answered: which part of the body does the image concern and -where it applies- if the image is adequate (B, Body & Being Adequate). Next, we proceed to answer if there is neoplasia or not (C, Cancer). We then either form a differential diagnosis list or we end up with our final diagnosis (D, Diagnosis), which is followed by the writing of the report (E, Exhibit). These sequential steps (Correct ABCDE) followed as an ad hoc procedure by most pathologists and radiologists, are important in order to achieve a complete and clear diagnosis and report, which is intended to support optimal clinical practice. This ABCDE concept is a generic standard approach which is not limited to specific specimens and can help improve both diagnoses and the quality of the final reports.

Finding the best web medical content for different learner categories

Abstract: 
In the age of Internet where any kind of information can be easily found online, it is becoming increasingly evident that more and more people use the World Wide Web to seek health and medical information for understanding and learning. Different users have diverse needs, even when searching for the same topic. This is certainly true in healthcare, where a patient, a physician or a health executive might look for information on the same topic but have different necessities and bring different levels of reading ability and prior knowledge together with a different vocabulary. Generic search engines (like Google, Bing or Yahoo) work on the whole web but make generic searches often overloading the user with the provided amount of information. Moreover, they are not able to provide specific information to different types of users. On the other hand, specific search engines, such as PubMed or Quertle, work only on medical literature (mostly PubMed). They provide extracts from medical journals that are mainly useful for medical researchers and experts but do not consider all the information contained in the web that can often provide additional insights to the specific research domain being explored. Internet users looking for medical information would greatly benefit from a search engine that provides them with the ‘right’ information they are looking for without getting ‘lost’ with the amount and quality of information that Internet provides. To this end, we have developed a web search engine that ‘drives’ the search path of different learner categories by classifying the web pages on the basis of their level of health information and used language. In particular, we divide the web pages retrieved by a generic search engine in four categories: high level of medical content for experts, high level of medical content for consumers, low level of medical content and no medical content. We have implemented this system and carried out some experiments that show the effectiveness of our system when compared with the results carried out through human analysis.
Single session
Friday, 19 June, 2015 - 11:00 to 11:30
Single session
Friday, 19 June, 2015 - 11:30 to 13:00
Conference room: 

A Web-Based Serious Game for Supporting Cognitive Training

Abstract: 
The purpose of this paper is to present a solution for augmenting cognitive training of the working memory through game-based computer supported learning. Working memory is the system that actively holds multiple pieces of transitory information in the mind, where they can be manipulated. Working memory includes subsystems that store and manipulate visual images or verbal information, as well as a central executive that coordinates the subsystems. To train the working memory a serious game based on visual images and verbal information has been created. More specifically, this serious game, aims at examining, training and improving the performance of the working memory. The paper will present the design and evaluation of the game. In general the evaluation results are very positive concerning (a) the effectiveness and (b) the usability of the game. More specifically, the results of the research revealed that after five weeks of cognitive training, the working memory of the students has substantially been improved. Furthermore, the users assessed the cognitive game as usable and pleasant.

Virtual hepatic surgery scenarios using manipulated real liver models

Abstract: 
Background High quality patient specific 3D liver models can be nowadays exported using computer liver segmentation algorithms. Specific 3D image editing tools can be used to manipulate the liver models and create virtual surgical cases. Objective The aim of our study was to create virtual hepatic surgery scenarios using a novel liver segmentation and preoperative planning application and evaluating it as an educational tool. Method A liver segmentation and preoperative planning application was developed on MATLAB® 2013a. Special image editing tools were designed to allow manipulation of the exported 3D liver models. Three pathological and two liver imaging datasets from healthy patients were used for the validation. The 3D liver models which have been created after liver segmentation were then manipulated by; 1) changing tumors’ volumes, 2)adding tumors and 3)designing liver injuries. Addition fictitious clinical information were implemented. Residents were asked to study the virtual cases and propose resection plans. Their scenarios were evaluated and discussed with specialized liver surgeons. The Kirkpatrick’s four levels model of learning evaluation was used. Results Up to 30 different virtual liver surgical cases were created. The number of virtual scenarios that could be designed is theoretically unlimited. The residents quickly and effectively learned to evaluate critical anatomical and pathological structures and propose liver resection plans considering liver surgery principles. Conclusions Virtual hepatic surgery scenarios allowed for a rapid education without the need to wait for similar real cases. The proposed liver segmentation and hepatectomy simulation application can be used for education purposes.

Liver 3D modeling and hepatectomy simulation for the residents’ preoperative education

Abstract: 
Background Liver segmentation from medical images produces high quality patient specific 3D liver models which are used for preoperative planning and intraoperative guidance. These 3D models can be manipulated and visualized in various ways and can be useful for residents’ education. Objective The aim of this study was to evaluate the implementation of a novel liver segmentation and hepatectomy simulation application as a tool for the residents’ preoperative education. Method We developed in MATLAB® 2013a a liver segmentation and preoperative planning application. Ten liver imaging datasets of a prospectively selected random sample of patients undergoing elective hepatectomies at our institution were used for liver segmentation and 3D modeling. Residents were asked to identify anatomical and pathological structures and propose liver resection plans. Intraoperatively, they could consult the computer models in real time. Their surgical scenarios were evaluated and discussed with specialized liver surgeons. Learning objectives were defined and their accomplishment was evaluated using the Kirkpatrick’s four levels model. Results The residents learned to; 1)identify anatomical and pathological structures 2)calculate future liver remnant volume (FLR) from segmented liver images 3)propose liver resection plans based on FLR and liver vascular tree and tumor relations 4)consult liver medical images (CT and MRI) 5)understand the role of computer assisted surgery. They evaluated in-vivo their preoperative planning decisions and understood better the surgical operations. Conclusions Our proposed liver segmentation and hepatectomy simulation application appears to be appropriate for the preoperative education of resident surgeons.

Building social networks: a Web microportal to promote ADHD monitoring

Abstract: 
The WHAAM (Web Health Application for Adhd Monitoring) project, funded by the European LLP program, aims at spreading a multimodal and comprehensive cognitive-behavioral treatment for the ADHD. The main deliverable of this project was the WHAAM app, a digital environment designed to support parents, teachers and health professionals in the monitoring children’s behaviors throughout different contexts: home, school and social interaction with peers. A web microportal was developed to introduce potential users both to the methodology and the main characteristics underlying this environment. The aims of the microportal were to illustrate the use of the WHAAM application and describe the ideas underlying the WHAAM approach. The web interface is divided into two areas: the first, introduces users to a short tour in the core functionalities of the application, the latter guides users to keep information around four principal themes, which are ADHD overview, Observation, Intervention and Training. Each of them respects the main steps of an approach based on the careful analysis of the behavior’s functions in the main life contexts of the child. This second area permits both horizontal and vertical navigation. In the first modality, users can explore the contents very quickly, obtaining a fresh and simple picture of the most important concepts of the approach used in the project. Otherwise, in the vertical one, users can examine in depth many ADHD resources, some of which are internal to the microportal, and others external. Authors have paid special attention to the use of a simple terminology, avoiding specialized and obscure terms and concepts. Besides, they carefully filtered any sensible information and examined ethical issues related to the health information management. The final version of the microportal will be available in four languages.

Otorhinolaryngology Elearning Textbook: Interacting with Rich Content

Abstract: 
The authors describe their experiences while attempting to create an e-learning course for students of medicine. E-learning of course has been around for more than a decade in its present form with highly interactive platforms like Blackboard (TM) and Moodle. However, while for most disciplines the transition to an online course is fairly predictable, for medicine a new test field emerges: training with Rich Content. Rich Content does not merely mean extended use of multimedia material; it also denotes high interactivity in substituting the direct manipulation of a patient or a subject with its "avatar" equivalent. Can the student gain in experience and understanding better than sitting on a desk within the ampitheatre? Can he access more vivid material than his classic textbooks? Can the instructor appraise the scientific standard of his class by gauging the performance in formative and final online evaluations? These and many other issues will be presented in this paper mirroring the experience for a real online course in medicine.
Single session
Friday, 19 June, 2015 - 11:30 to 13:00
Conference room: 

Social media as a big public health data source: Review of international bibliography

Abstract: 
Background: As the use of social media creates huge amounts of data, the need for big data analysis so as to synthesize the information and determine actions is generated. Online communication channels such as Facebook , Twitter Instagram etc provide a wealth of passively collected data that may be mined for public health purposes such as health surveillance, health crisis management and last but not least health promotion and education. Objective: We explore international bibliography on the potential role and perceptive of use for social media as a big data source for public health purposes. Method: Systematic literature review. Data extraction and synthesis was performed with the use of thematic analysis. Results: Examples of those currently collecting and analyzing big data from generated social content include ie scientists who are working with the Centers for Disease Control and Prevention to track the spread of flu by analyzing what user searches, and the World Health Organization working on disaster management relief . But what exactly do we do with this big social media data? We can track real-time trends and understand them quicker through the platforms and processing services. By processing this big social media data, it is possible to determine specific patterns in conversation topics, users behaviors, overall trends and influencers, sociodemographic characteristics, lifestyle behaviors, and social and cultural constructs. Conclusion: The key to fostering big data and social media converge is process and analyze the right data that may be mined for purposes of public health, so as to provide strategic insights for planning, execution and measurement of effective and efficient public health interventions. In this effort political, economic and legal obstacles need to be seriously considered.

Behind the Health Education scene: emerging concepts in teaching social innovation to Medical students

Abstract: 
The term "social innovation" is relatively new, especially when one considers it in the context of health education, but the concept itself is not. There are many examples of social innovation throughout history, but recently it has been defined as those "new ideas (products, services and models) that simultaneously meet social needs (more effectively than alternatives) and create new social relationships or collaborations" [1]. In wikipedia the term refers to "new strategies, concepts, ideas and organizations that meet the social needs of different elements which can be from working conditions and education to community development and health — they extend and strengthen civil society" [2]. All these solutions should be both social in a double way, who they provide benefit to (the end user) and in their means of doing so. The latter contains the notion of social processes of innovation, such as "open source methods and techniques", but it inherently supposes a social purpose in innovation, like for example distance learning. For the European Commission, solutions can take the form of genuine innovations or of improved solutions [3] and can be fostered in different ways from networking and competition to finance and incubation. In this presentation emphasis is first drawn on how these new concepts might be introduced to medical students in the undergraduate curriculum through a course on "Entrepreneurship and Innovation". Then, focus is shifted to how we design a continuing education program that will be blended by results of innovation, that is how results and products from funded research projects are fueling blended learning, so that they can facilitate education for all the society and assist not only job hunting per se (highlighting examples of social entrepreneurship and social enterprises), but also aim at improving the quality of life of the society as they have become popular rallying points for those trying to improve the world [4]. References 1. Mulgan G, Simon J (Calulier-Grice) and Murray R, Open Book of Social Innovation, The Young Foundation, March 2010 2. http://en.wikipedia.org/wiki/Social_innovation 3. European Commission, Enterprise and industry, http://ec.europa.eu/enterprise/policies/innovation/policy/social-innovation/index_en.htm 4. Phills Jr. JA, Deiglmeier K, Miller DT, Rediscovering Social Innovation, Stanford Social Innovation Review, Fall 2008, http://www.ssireview.org/articles/entry/rediscovering_social_innovation/

Social and Social Networking Media a University of Technology, Jamaica Biomedical Science Department Experience in training Health Professionals

Abstract: 
Background: In a region of Caribbean states with limited human and financial resources institutions of higher education must use the technology available to reach its students across the region and allow professionals in the Biomedical Sciences to teach, interact and follow students from first year to their professional registration. This paper shares the journey of our students’ progression across island states using Social Networking and Social media academic delivery. Objective: Using Information Communication Technology to delivery and monitor students across. Collect the data of their academic success and monitor their the use of knowledge over the 4 years of training so see if there was a link between the success at board examinations and the use and participation of the technology. Method: Accounts were opened with groups of students from the different islands. The research team was made managers of the account. Lectures, tutorials and labs were discussed. After completion of the module clinical cases were discussed building on a student’s foundation knowledge. Control group used Moodle and at the end of were allowed to progress without for the next cohort. Results: Students who remained active in a Social and Social Networking Group after completing their modules had a higher rate of success in their professional registration examinations. Conclusions: Social and Social Networking Media had a very positive and lasting effect in the learning process than the control group using Moodle who were allowed to progress after they completed each modules. The quality of performance in the registration/board examinations was also better.

Main Anonymization Techniques for Personal Health Data

Abstract: 
Any open-licensed or otherwise health informatics and personal health data, any open linked data for health education that consider personal health data as well as any data used in open education in the life sciences need to be anonymized before any use of them either for commercial or non-commercial purpose. In the light of Directive 95/46/EC and other relevant EU legal instruments, anonymization results from processing personal data such as personal health data in order to irreversibly prevent identification of personal health data subjects. In doing so, several elements should be taken into account by personal health data controllers, having regard to all the means “likely reasonably” to be used for identification (either by the controller or by any third party). Anonymization constitutes a further processing of personal health data; as such, it must satisfy the requirement of compatibility by having regard to the legal grounds and circumstances of the further processing. Additionally, anonymized personal health data do fall out of the scope of data protection legislation, but data subjects may still be entitled to protection under other provisions (such as those protecting confidentiality of communications). In this short speech and presentation the author aims at presenting the main anonymization techniques, namely randomization and generalization. The author presents main anonymization techniques for personal health data, their principles, their strengths and weaknesses, as well as the common mistakes and failures related to the use of each technique.

Protection of Traditional Medical Knowledge under Intellectual Property Law

Abstract: 
Intellectual Property (IP) Law constitutes the legal framework that ensures the protection of original creations of the mind against their illicit use and misappropriation. Providing the original creator with his rights constitutes a problem in cases such as traditional knowledge and cultural expressions since the rights over a practice cannot be traced back to specific individuals. Traditional Medical Knowledge (TMK) describes the practices and knowledge gained by native indigenous populations which is passed on from generation to generation and which is conducive towards the development of medicinal research. These forms of medical know-how are multidimensional and are often closely linked to the cultural practices and the national identity of many indigenous populations. The lack of a means of legal protection for this source of knowledge is an issue that touches both upon economic and moral grounds. The industrial exploitation of TMK native to a country may not only undermine that country’s economy and facilitate misappropriation; it may also have a negative impact on matters of national identity. This is an issue of ongoing importance, which has not yet been adequately met. Patents (a significant IP protection in the medical field) have little application to TMK. Trade secrets and geographical indications are other such solutions of limited usefulness in the protection of TMK but have been used in some countries alongside with sui generis systems and customary laws or practices. A possible solution example can be examined at initiatives such as the Traditional Knowledge Digital Library, which aims at documenting traditional medical literature on ancient Indian therapeutic practices. It is necessary that based upon current IP resolution methods a new means of protection is provided for that will enable all nationalities to safeguard their cultural diversity whilst respecting medical knowledge dissemination within the framework of a digital era.
Single session
Friday, 19 June, 2015 - 13:00 to 14:00
Single session
Friday, 19 June, 2015 - 13:00 to 18:00
Conference room: 

Implementing Problem-Based Learning (PBL) in medical education of Kazakhstan

Abstract: 
The EC Tempus ePBLnet project funded an extraordinary collaboration in three post-soviet countries, transforming traditional didactic curricula into student-centred PBL. This study reviews the challenges faced by trainee tutors during this transition, while surrounded by institutions in more than 15 countries running traditional curricula. Within the Tempus program, by the method of problem-based learning, 9 teachers of the Astana Medical University (AMU) have gone a cycle of seminars and trainings. Trainings were conducted by the supervisor of e-Learning of St. George’s University (London) Terry Poulton and consultant on PBL of the same university Ella Iskrenko. At the present time there has been conducted an analysis of the PBL existing cases of educational program of Saint George University and accomplishing their integration into the educational program AMU for 1, 2 and 3 years of education. Classes with students on the PBL program are conducted in the special rooms equipped with all necessary technical means. Since February 2014 by this method there have been taught 32 students. Both students and tutors were pleasantly surprised with the extensive information volume about structure and functioning of an organism, diagnostic methods and treatment, patient’s rights which can be derived while studying a simple clinical case. The implementation of PBL in educational process of AMU, providing tutors and students with necessary conditions for the development of their creative potential. Training in small groups and personal oriented environment contribute to the improvement of medical personnel training quality, competences perfection of undergraduates, increase of competitiveness of the Kazakhstan experts in the world market of medical services.

MicroView

Abstract: 
MicroView was made to make the connection between medicine and mobile technology reality, in order to achieve that we transform the widely used mobile devices(smartphones,tablets) into diagnostic tools.MicroView is a medical application that focuses on the diagnosis of diseases whose causes or results can be detected in biological fluids such as CSF,urine and blood.The diagnosis is achieved by innovative image processing algorithms that detect the presence and the number of the white blood cells in the biological sample. The app has been tested in 37 urine and 23 CSF samples. The accuracy of the app was 92%. In conclusion the app offers a quicker,easier and friendlier diagnosis to young scientists but also experienced professionals can be benefit from it, since all images are in electronic form and can provide a way of result confirmation.

Quality of postgraduate medical education of trainees in Hippokrateio General Hospital of Thessaloniki. Correlation of undergraduate studies and postgraduate demands during practice in hospitals

Abstract: 
Aim and objectives: The aim of this survey is to evaluate the quality of education of the trainees in Hippokrateio General Hospital of Thessaloniki as well as to examine the correlation between the undergraduate medical education and the demands during the postgraduate specialization. Method: In the survey participated 96 trainees, who in December 2014 were working in Hippokrateio General Hospital of Thessaloniki. They completed anonymously und voluntarily questionnaires based on the Postgraduate Hospital Educational Environment Measure (PHEEM). PHEEM consists of 40 questions.The possible answers are formed based on a Likert-type scale (Strongly disagree, Disagree, Almost disagree, Almost agree, Agree, Strongly agree). The questions can be classified in three sub-scales: Perceptions of of role autonomy, perceptions of teaching and perceptions of social support. The answers are presented on a 0-100 scale. The PHEEM questionnaire is followed by the request of positive and negative comments with regards to the hospital environment as well as questions, that refer to their satisfaction, the fulfillment of their undergraduate expectations and the undergraduate preparation for the demands of their postgraduate training. Results: From the 96 participants 61,5 % are men and 38,5 % are women. Their average age is 32,57 years old and the average total training period is 36,35 months. 36,5 % attend a surgical specialization, 43,8 % an internal medicine specialization and 19,8 % a laboratory specialization. 80,2 % have studied in a greek university (58,3 % in the Aristotle University of Thessaloniki) and 19,8 % have studied abroad. The total score of PHEEM is 54 %, the score of the sub-scale perception of autonomy is 53 %, the score of perception of education is 56 % and the score of the perception of social support is 51 %. The lowest scoring statements are: “There is an informative junior doctors handbook”, “I have suitable access to career guidance”, “There are good counseling opportunities for junior doctors who fail to complete their training satisfactorily” and the highest scoring statements are: “I have a contract of employment that provides information about hours of work”, “I have good collaboration with the other doctors in my grade ”, “I feel part of the team working here” and “My seniors and consultants are accessible”. According to the results only 52 % of the participants are satisfied with their job and only 45 % believe that the expectations they had in the first year of Medicine School are fulfilled. Lastly, almost positive judge the trainees their undergraduate preparation for the demands during their postgraduate training, the better communication with their patients and their everyday clinical practice. Conclusion: The educational environment provided by the Hippokrateio General Hospital of Thessaloniki is evaluated by the trainees as almost positive. However, many improvements must be made. The level of job satisfaction of the young doctors is low and even lower is their sense of fulfillment of their undergraduate expectations. Lastly, improvements must be made towards a better preparation in medicine schools for the postgraduate training of young doctors.

“3D: Deter Dion’s Disaster”: Development of a 3D video game for environmental education

Abstract: 
Utilizing games for educational purposes, referred to as serious games, is gaining momentum worldwide in higher education and businesses though it is still a novelty in schools. Serious Games, when used in businesses, reduces the cost of training and generally contributes to the effectiveness of the training process. When used by young users they acquire new or consolidate already gained knowledge making the educational process an especially pleasant experience. These facts motivated us to create a 3D video game for PC, which combines entertainment with education. This is the main product of our student virtual enterprise “The Gaming Pub” which we set up within the framework of the international contest “Junior Achievement”. The game we developed was named “3D: Deter Dion’s Disaster” and aims to cultivate the environmental consciousness of the user through an easy to use interface. The main idea is the preservation of the environment and the ways in which this could be improved. Actions such as garbage collection, extinguishing forest-threatening fires, checking on any industry potentially threatening the environment are some of the missions throughout the game. Furthermore, during the game, messages of educational value appear on screen, such as what exhaust fumes consist of. The game is about a 14-year-old, who, while observing the environment from the window of his room, realizes threats and takes action. Utilizing the help of his friends, he is called upon to carry out missions of escalated difficulty, regarding the improvement of the environment. Additionally, “3D” provides the ability to the parents to set a time limit, at the end of which, the software is automatically terminated for the rest of the day. We consider “3D” a sound contribution to the effort of developing environmental consciousness, but also another stepping-stone towards a better education through the utilization of serious games.

A Knowledge Discovery Platform for patients with Inflammatory Bowel Disease

Abstract: 
The etiopathology of IBD still remains unknown. The combined use of lifestyle surveys associated with blood samples and relevant clinical registers seems the best methodology to identify possible links between genetic predisposition, disease occurrence and natural course of the disease. Such a system will help understand the natural course of the disease, study the predisposing factors and related genes and determine early clinical, genetic and immunological predictors of outcome and response to treatment. We build an efficient personalized web-based platform, in order to manage medical data, using efficient data mining and knowledge extraction techniques. Various variables already defined, determined for which associations are searched within the recorded datasets, discover interesting interrelations and extract new knowledge from multiple and heterogeneous archived data that reflect everyday lifestyle and medical information, examine the results of previous therapeutic regimens and obtain quantitative explanations of the observations and generate efficient reports with intelligent data visualization. Our proposed clinical DSS platform incorporates a Data Repository and a Knowledge Discovery module. The platform will provide tracking, data query, report generation, process management functions, data handling as well as statistics, data mining and knowledge extraction capabilities. Medical data from 652 old patients have already been digitized, while blood sampling (plus genetic and serological study) has already been achieved in 295 new patients and 243 healthy volunteers. Several knowledge discovery techniques have been applied already, giving more than satisfactory results. Building such a system, for the first time in Greece, will contribute even more to IBD knowledge and research, as the proposed system will create a unique multidisciplinary combined database with combination of clinical, environmental and laboratory data in IBD. In addition, as IBD is regarded to be a multifactorial disease, we hope to better define some factors that clearly predispose to certain IBD phenotypes and IBD disease course.

IMPROVINE THE WILLINGNESS OF NURSES CLINICAL LADDER PROGRAM RATIO APPLYING THE HOPE THEORY

Abstract: 
Objectives: Having lower willingness to have in-service training is a familiar issue in clinical nursing which influence the nursing quality and profession the most. Concerning about the nursing profession may not be approved by the society, we aim to improve the atmosphere of in-service training and clinical ladder in order to reveal the entire nursing care to the world. Methods: Based on the Hope Theory developed by Snyder which we started to use from January 2013, we make the objective of Nurses Clinical Ladder Program definite, and arrange counseling to let the Clinical ladder more directional and systematic. Also we use the strategy of companion accompany efforts to complete the clinical ladder to increase the will-power of nurses. There are 44 nurses participated in the study.And then, Use of unstructured questionnaire (open-ended question) to collect information for further analysis by descriptive statistics. Results: 2013 to meet those qualifications to clinical ladder program but not advanced for six people, but only one person in 2014. January 2014 statistics N 10 people (22.73%), N1 3 people (6.82%), N2 27 people (61.36%), N3 3 people (6.82%), N4 1 person (2.27%), January 2015 statistics N 2 people (4.55%), N1 11 people (25%), N2 24 people (54.55%), N3 6 people (13.64%), N4 1 person (2.27%).Although the personnel change, but there is still apparent improvement. Conclusion: According to the results, each nurse can improve their professional competence from 86.36% to 97.73% in clinical ladder based on personal seniority during this year. Nurses can gain a sense of achievement and professionalism, and work together for the nursing profession and academic.If you want to apply N3 grade ladder, there are case reports required and certified by the Taiwan Nurse Association in Taiwan.

Cochlear Implants: towards a Testing and Learning Protocol for Brain Computer Interfaces

Abstract: 
Cochlear implants are devices aiming to help the ones suffering from a complete hearing loss. They do not restore normal hearing however. They merely provide an increasingly accurate representation of sound, since modern devices have some 24 electrodes that form synapses with some 16,000 cells approximately inside the cochlea. After the surgeon’s infusion the patient’s brain is able to adapt to the new representation of sounds, to a certain degree typically after a year. For post-lingually deaf subjects, the initial sounds are described to be robotic, fuzzy, cartoonish, or similar to a noisy street. After training and calibration, performed by the doctor, most users are able to recognize voices, and enhance lip reading. Interestingly, too many subjects, after recent advances, are able to retain and comprehend speech and language. The surgeon’s role is not merely confined to linking nerves with a stimulating mechanism or by properly parameterizing the implantable nerve simulator. The doctor is the one that directs the motor mechanism for producing speech. In this point a “interdisciplinary” group of scientists is involved, trying to visualize the “big picture” that comes out of thousand of synapses linked with bioelectronics. The subject bearing a cochlear implant does not react on the basis of what he hears; in reality he reconstructs sounds based on what his mind thinks sounds should be morphed in for speech production. Moreover, he will be prompted one way or the other to try his skills in music reproduction, and more specifically in singing. Therefore, the critical question is: what is the image of sounds; how many “dimensions” do sounds have; What data should the patient reproduce so to makeshift his analysis - resynthesis brain systems to take advantage of his working memory as a Brain Computer Interface? After all, as doctors say, we do not hear with our ears, but with our brain!

Rehabilitation knowledge and competency outcome of Thammasat graduated medical students

Abstract: 
Since 2004, Faculty of medicine Thammasat university had started integrated learning method for medical students. The students had learnt by system base in preclinical years and they had integrated minor subjects into major subjects in clinical years. Rehabilitation medicine was one of minor subjects which had not emphasized for medical students. We had only 5 hours lecture, 3 hours bedside teaching and 3 times for OPD observation in overall integrated course in three clinical years. This research studied the rehabilitation Knowledge of graduated medical students of Thammasat university and studied the outcome of different rehabilitation teaching method in integrated learning course. The test for determine knowledge and problem solving ability was done in 57 graduated medical students in 2015 (n=57, population=59). The results show the average score of medical students was 51.70% . There was not different from the testing score of doctors who had practiced in Thammasat University Hospital and had graduated 2-9 years ago, with a p-value = 0.0909. And the result of knowledge outcome from different teaching method in the integrated rehabilitation learning course had not statistically significant differrence. Keywords Rehabilitation, knowledge outcome, graduated medical students

Simulation Open Source Software Systems in Life Sciences and Health Education

Abstract: 
In the actual stage of development of Life Sciences and IT&C technology, simulations, statistics and predictive software systems are tools that should not be missing from Health Education. The usage of simulation techniques in Life Sciences and Health Education provide the possibility to study and to predict the behavior of living systems in different environment conditions. Open Source programming languages, like Python, R, Octave, PHP and other, offer the possibility to create dedicated software systems, at minimal costs, for simulation and statistics in Life Sciences. In the same time, a large number of Open Access Databases in different fields of Life Sciences (genomics, proteoemics, epidemiology, biomedical research and others) around the world, provides adequate and accurate data for simulation and analysis. GenoComp - Genomic Computing is an open source dedicated software system for genomic analysis and statistics. GenoComp - Genomic Computing is the result of the interdisciplinary research activity in the areas of software development and life sciences at IBMC International SRL. The software system GenoComp - Genomic Computing is developed in Python, a high level open source programming language specific for the scientific field. Python, as a high level programming language, provides a number of advantages in complex software systems development: flexibility, object oriented programming, the possibility to write well structured and easy to read source code, it is a programming language specific for the scientific field, it is free. The GenoComp - Genomic Computing software system is designed for DNA and RNA sequence analysis and comparisons between different structures of genomic sequences. The main features of the system GenoComp are: RNA and DNA sequence analysis (nucleotide statistics, amino-acids content analysis, pattern analysis), RNA and DNA sequences structure comparison and statistics, multiple tests. The application allows a variety of statistical output data in multiple formats and comparative tests on structures of DNA and RNA sequences. The integration of statistical results of genomic analysis with the role that RNA and DNA have in the behavior of biological systems, provides important information in the fields of Health Sciences and Health Education.

To use or not to use virtual patient cases? Exploring creators' attitudes against their use in undergraduate medical curriculum in Aristotle University of Thessaloniki

Abstract: 
Background: Educational research projects run between 2009 to 2013 either at a European level (e.g. mEducator (www.meducator.net)) or at a local institutional level (e.g. Ariadne (vp.med.auth.gr/ariadne; run within the Medical School of the Aristotle University of Thessaloniki (AUTH)) provided much of the required resources and infrastructure for numerous academic staff members and their research associates to develop virtual patients (VPs) cases for immediate pedagogic use and educational consumption. These cases were based on real life clinical scenarios, in order to contribute to the modernization of medical education practice and in view of a curriculum transformation in the future. Objective: The purpose of this study was to investigate the reasons of why VPs developed for the purpose explained above are not widely used during the education practice in the Medical School of AUTH. Why would authors of these cases neglect their own creative inspirations when developing VP cases and abandon what seems to be a contemporary trend in international medical education practice? Method: After signing an informed consent, 35 academic staff members, who had previously developed their own VPs, filled in a purpose-built questionnaire, which included closed questions (answer: yes/no) about the likely reasons they avoid VPs' utilization. Results: Almost 77% of participants admitted that they do not use their own VPs. Some 56% of them answered positively to the question if they do not exploit them due to lack of proper infrastructure (computer/projector unavailability in lecture rooms) as well as access to the Internet during classroom or amphitheatre teaching. Specifically, some 33% claimed that the absence of Internet connection is the only reason that they do not exploit their VPs. Some 52% of them asserted that the courses are short and as a result, they do not have enough time for covering the wider curriculum; in addition, some 30% believe that the large number of students during the lessons do not allow the participation of all of them in conducting discussion and reaching decisions about the clinical scenarios. Conclusions: It is widely accepted that VPs have revolutionized medical education practice and do indeed form an approach capable of increasing medical students' interest in their lessons while also enhancing their performances. In this study we have seen that infrastructural problems as well as organizational problems may hinder the application of contemporary pedagogic approaches while imposing difficulties for any curriculum transformation. Institutions and policy formers should consider these curriculum related problems in order to improve medical education provision.
Single session
Friday, 19 June, 2015 - 14:00 to 14:45
Conference room: 

From practice through know-how to concept: Processing simulation experience to transform it into learning

Abstract: 
Medical and healthcare concepts and skills are complex and not easy to learn. Those who have learnt find it easier, and tend to forget the difficulty of the younger following on. The conceptual and the practical enjoy a particularly strong connection in medicine and healthcare. No wonder then that training in medical and health matters often draws on technologies that naturally bring the two into close interdependence. One of these is simulation/gaming (simulation, games, role-play, so-called serious games, and related methodologies). However, we are sometimes disappointed by the lower than expected learning outcomes from simulation/gaming. One major reason for this disappointment is that the activity that generates the real, deep and long-lasting learning is either done badly or not done at all. In my talk, I will attempt to provide a rationale for debriefing, to draw a impressionistic picture of the current situation as I see it, to outline some of the key characteristics of debriefing, and to illustrate how it may be done.
Single session
Friday, 19 June, 2015 - 14:45 to 16:15
Conference room: 

The role of Semantics and ICT educational standards in developing IT skills for Healthcare workforce

Abstract: 
IT skills and competences of the healthcare workforce are central to the dialogue and the collaboration between EU and USA for enhancing healthcare. The “Memorandum of Understanding between EU and US” (2010) and the “Transatlantic eHealth/health IT Cooperation Roadmap” aim to build a common framework between EU and US for skilled eHealth/health IT workforce and eHealth proficiencies. The EU co-funded CAMEI coordination action (Coordination Actions in the scientific era of Medical Education Informatics for fostering IT skills for healthcare workforce in the EU and USA” - http://www.camei-project.eu) kicked off in 2013 and aims to contribute towards this aim. In this context, we investigate the role of the ICT educational standards towards open interoperability in education. To this extent, the use of semantic technologies in education could be further utilised enabling a better understanding of knowledge–based learning through learning analytics. Could these educational advancements lead to an online personalised learning experience covering the individual needs on IT skills and competences of the learner?

Education of IT skills for the healthcare workforce in EU-US: Analysis of opportunities

Abstract: 
Physicians, nurses and other professionals interact with patients every day, and ICT, especially the internet, can enhance the communication processes among them, providing timely information to patients about disease prevention, health promotion, as well as treatment of diseases. ICT skills are: access to health science information, management of health information and knowledge, generation and dissemination of health knowledge. The development of these new ICT skills requires digital literate people. Funded by the CAMEI EC funded project, a whitepaper has been produced, identifying some key recommendations about how USA organisations and communities can cooperate with EU organisations in order to empower sharing, reuse, repurposing and creation of educational material applied in different context and promote renewal of programmes. After the analysis of opportunities about education of IT skills for the healthcare workforce in EU-US: authors conclude that: • Common challenges and opportunities on providing IT skills for healthcare workforce have been identified, assessing the cooperation potential among the EU and the US. • A benchmark in detail policy priorities of US on IT skills for Healthcare workforce and research sub-areas with those of EU (i2010, FP7-ICT strategic priorities, Horizon 2020) has been performed to help partners from the other side to be involved in joint related activities. • Open Education and the creation of some educational frameworks have been identified as the means and the guidelines of sharing, re-using, and repurposing technologies of new educational material and programs for IT-skilled workforce in healthcare applied in the different context, different languages and cultures in the EU and US. • A prominent base of cooperation where mutual benefits can be generated for both regions has been located, identifying key players from the EU and US.

Prioritization of Potential Policy Actions to Develop IT Skill Competence Among Healthcare Workforce

Abstract: 
Background: Health related information and communication technology is globally an important and growing sector. With the promise of more efficient and cost-effective care, eHealth is becoming a key priority to address the current challenges faced by health systems worldwide. Addressing IT skills for healthcare workforce is seen as an important element of achieving greater social inclusion. Objective: To identify the actions needed to improve the IT skills of healthcare workforce across the EU. In addition, to identify priorities among the identified actions. Methods: A diverse group of technical experts, representing different fields of expertise in healthcare and geographical locations across EU participated in the study. A scientific priority-setting methodology was used to systematically list and score actions that would improve IT skills among healthcare workforce. the participants evaluated the actions using several criteria: feasibility, effectiveness, deliverability, and maximum impact on IT skills improvement. Results: The actions that scored highest were related to appropriate training, integrating eHealth in curriculum, involving healthcare workforce in the eHealth solution development, improving awareness of eHealth as well as learning arrangement. The actions that scored lowest related to the workforce management, identification of IT skills needed, joint funding for training program and training on potential workforce. Conclusion: To maintain a highly IT skilled health workforce, eHealth related knowledge and skills in current curricula, improving awareness of eHealth and continuous training according to the different workforce's needs should be addressed. In addition, healthcare workforce should be actively and continuously included in the development of eHealth solutions.

Joint eHealth Actions in EU for the next three years

Abstract: 
The purpose of this work is to present the actions concerning alignment of eHealth policy issues between Member States in EU in the framework of the third EU Health Programme 2014-2020 and the Greek role. On the EU level the eHealth Network (eHN) is the central political platform to coordinate and prepare the respective actions. Those actions are technically designing and supporting by the body of the Member States who participating in the 6th Joint Action: Support of eHealth Network (eHN JA). The eHN JA body has the intention to act as the main preparatory body for the eHealth Network (eHN). eHealth policy is rolling out large-scale eHealth investments to cross-border eHealth services. Having the experience of programs concerning eHealth services, now the interest shifts to eHealth services to support cross-border exchange of health data. Citizens in EU are crossing borders more often as labor migrants, tourists or as patients to have special care, the transferability of health data across borders is important to guarantee coordination and continuity of health services provided by different health care providers in different countries. Aspects of organizational, technical, semantic and legal interoperability of ICT in health are a prerequisite that this cross border transactions of health data can actually be implemented. Following the adoption of “Guidelines on a Minimum Patient Summary Dataset for Electronic Exchange” the next step is the eHealth policy in EU level is the adoption of “Guidelines supporting Member States in developing the interoperability of ePrescription” and to put in place Connecting Europe Facility (CEF) funding for shared eHealth services. This work presents the main tasks and actions designing by the JA in the context mentioned above and the role of Greek participation in the Joint Action.

STHENOS: an online educational repository for affective computing

Abstract: 
The main objective of the STHENOS project is the development of methodologies and systems for the recognition of physiological states and biological activities in assistive environments (affective computing research). The research aimed in developing human-centered computers that can understand states of the user (identity, emotions, and movements) using audiovisual and biological (neurophysiological as well) signals so as to enable an interaction mainly based on synthetic audiovisual information. The "human-centered computers" may be conventional computers, or even mobiles devices (phones, tablets), which are intelligent, mobile, ubiquitous and pervasive systems. Applications involved affective neuroscience experiments, experiments with affective smells, as well as, studies of emotion and depression or cognitive decline in elderly subjects. Game platforms for physical exercise (webFitForAll) and platforms for cognitive training were also employed in pilot trials of the project but were also considered for further developments in the pipeline for affective computing and gaming. The project team has also established an online educational repository based on technologies developed in the mEducator project. The application is available online at http://www.sthenos.gr/melinaplus and it’s called Sthenos Melina+. The educational content is exposed through semantic channels, such as RDFa graphs and a SPARQL endpoint, and, thus, is available not only to the application users but also in other LMS systems too. It is anticipated that with the population of the platform with educational material, the site will function as a hub for affective computing education in Greece and beyond.
Single session
Friday, 19 June, 2015 - 14:45 to 16:15
Conference room: 

The REMEDIC project as an integrated approach to the development of advanced-therapy medicinal products (ATMPs) and continuous education in tissue engineering and regenerative medicine

Abstract: 
Background: Regenerative medicine transfers the latest advances from a variety of disciplines in basic research to the medical practice, aiming to engineer or regenerate cells, tissues and organs that restore normal functions in the humans. Advanced-therapy medicinal products (ATMPs) are the end result of regenerative medicine based on gene therapy, somatic-cell therapy or tissue engineering. They offer groundbreaking new opportunities for the treatment of disease and injury. Educational institutions are presented with a challenge to provide a framework able to train health care professional to the cutting edge technologies involved and the diverse approaches to ATMPs production. Objectives: The introduction of health care professionals, basic scientists and students to the methods and disciplines of tissue engineering and their applications in regenerative medicine. Methods: Use of the Good Manufacturing Practice-GMP facilities and the infrastructure provided by the REMEDIC project as a tool for medical education and lifelong learning in the developing fields of Regenerative Medicine and Dentistry. Results: Continuing education in regenerative medicine technology including (stem) cell and tissue culture, use of bioreactors in tissue engineering, fluorescent microscopy and imaging, flow cytometry and GMP compliance. Conclusions: REMEDIC project can be used as a cutting-edge tool for harnessing the emerging therapeutic possibilities offered in the field of tissue engineering and Regenerative Medicine/Dentistry offering a wide dissemination of knowledge and training on its disciplines.

An Expert System for Differential Diagnosis Based on ICD-10

Abstract: 
This paper presents the prototype of an expert system for differential diagnosis based on the symptoms, signs and lab findings of a patient. The system can be used either for consultation or for educational purposes. Users of the system may be patients, physicians and students of a Medical School. Initially, the user submits to the system the symptoms of a patient. Then, the system makes a set of questions to the patient. Finally, the system performs differential diagnosis based on the given data. The system follows a clinical approach and the international classification of diseases (ICD-10). It has been implemented in Prolog. The initial diagnostic performance of the system is encouraging and promising. The system performance is 90% of the cases for a tested set of 120 cases of patients. Our system made successful differential diagnosis in 108 cases of patients. In 12 cases it made false negative diagnosis.

Teaching English for Medical Purposes Course in a proficiency based University Blended Context

Abstract: 
Background: This article tries to conduct a research in the field of a proficiency-based approach in a Blended-Learning English for Medical Purposes (EMP) course designed for the students of medicine. The objectives of the study were to investigate the medical English requirements of the students of medicine, to design a proficiency-based EMP course in blended context for the students of medicine, and to review the opinions of students toward the course context. Method & Materials: The study was a descriptive and experimental research. The course was taught using Drupal Platform and Web 2.0 tools as supplement to traditional face-to-face classroom. EMP needs were analyzed by interviewing 45 key students and a questionnaire survey with 140 students of medicine. The qualitative data from the interview were analyzed by content analysis while the quantitative data from the questionnaire survey were analyzed using descriptive statistics (mean, percentage, and standard deviation). For course evaluation, the pretest and posttest score were analyzed by comparing the mean scores of the pretest and posttest using t-test. Findings: The Blended Learning course module was validated by the experts and piloted with a group of learners having the similar characteristics as the subjects in the main study. The results of t = -15.09 indicated that the participants in the study had higher scores in their posttest than in the pretest at a significant level (p< .05). The standard deviation of all criteria (SD <1) shows that the consistency of the students opinions responses did not vary much. Conclusion: Blended-Learning competency-based English course module can meet the needs of the students of medicine in terms of the EMP course which has conceptualized the content around the competencies needed for their studies.

Implementing a Flipped Classroom in Hellenic Open University

Abstract: 
Background: One of the four modules of Health Care Management MSc of Hellenic Open University (HOU) is “Health Care Services/ Hospitals: Peculiarities and Challenges (DMY51)”, that covers Health and Social Policy, Structure and function of the Hellenic Health System and healthcare services, Ethical and deontological dimensions of Health, and Quality in healthcare services. The basic teaching method is distance education with five Contact Sessions (CS) held at weekends aiming to face-to-face communication between students and tutors. Actually, distance learning in HOU is a blended/ hybrid method that combines both online and face-to-face class time in a structured manner. During CS, tutors major duty is to prepare students for their assignments, and to help them understand the course material, being so the content expert who provides crucial information through direct lecture. However this traditional way of teaching does not bring together student interests and readiness; it does not provide critical thinking skills and also it does not give the chance for enrichment and retention. Students often feel small interest out of lecture and since they frequently have to travel to attend it and since CS attendance is voluntary, many students often decide not to attend it. Objective: Having in mind that student must take an active role during CS by participation and evaluation, we decided to flip our DMY51 classroom this year in many ways: we prepared video lectures, and slide presentations with annotations, and questions and we posted these materials on the e-study portal for students to access before the CS. Then during the CS students worked on exercises, and questions about their assignment, and after it we posted the whole work as a feedback. We also arranged a number of virtual classes that offer students the opportunity to get questions answered and receive help with their assignments. All meeting sessions were recorded for playback at a later time. In addition, since some textbooks were outdated, and due to the economy crisis in Greece no money was available to replace them we decided to write some notes available for free on the e-study portal. Method: To assess the students’ perception of the effectiveness of the flipped class, students were administered a 5-point Likert scale questionnaire about their experience and interest to the flipped classroom, and also four open-ended questions concerning advantages, disadvantages and improvements of the flipped learning. Results and conclusions: Compared to the traditional methods, students reported higher interest levels, and more interaction between students, and between students and tutor in flipped classroom. In addition the grades of written assignments showed improvement, and the number of participants in CS was increased.
Single session
Friday, 19 June, 2015 - 16:15 to 16:45
Single session
Friday, 19 June, 2015 - 16:45 to 18:15
Conference room: 

Comparison of the impact of traditional and multimedia independent teaching methods on nursing students’ practical skills

Abstract: 
Background: One of the most important principles of education concepts and establishing skills in nursing students is the use of proper goal based educational methods and applicable to operation room conditions. Special attention has to be paid to: practical skills of circulation, scrubbing, preparing instruments and implants. The aim of this study was: Identifying the best educational way for practical skills by nursing students in OR field. This experimental study was conducted to compare the impact of traditional and multimedia independent teaching method on cognitive knowledge and psychomotor skills of 4th year nursing students. Summary of Work: In an experimental study 38 nursing students participated and were randomly divided into 19 samples of experimental and control groups. The control group was taught by traditional method and the experimental group by multimedia independent (short movie) teaching method. Evaluation method was performed by DOPS for both groups. Comparison of basic specifications of two groups were performed by X2 test. Data normalization were measured by KolmogrovSmirair test. Non parametric Mann-Whitney were used for groups comparison. Also mean and standard deviation were calculated. Summary of Results: Based on the results of evaluation between two groups’ performance by resemblance evaluation instrument, a significant increase in mean and standard deviation (P<0.0001) was observed in the case group. Discussion and Conclusions: Analysis of data indicated that cognitive and psychomotor skills were statistically increased in multimedia teaching method. Multimedia teaching will improve cognitive and psychomotor skills of nursing students.

Communication and collaboration in PBL teaching format

Abstract: 
Background The research achievements introduced in the clinics led to the necessity of implementation of new methods of teaching in the modern medical education system. One of these methods - PBL was introduced in Georgia. Objective The aim of our study was to find out how the PBL would produce or improve communication skills in Georgian students. Method To achieve this objective, we scrupulously monitored and studied 8 tutorials. 64 the first-second-third –year and the fifth-sixth-year students with various academic excellence took part in them. Research included videotape review of sessions, role-play with simulated/virtual patients, questionnaires. Outcome measures included objective and subjective ratings made by researchers, doctors, tutors, students. We were observing / studying in dynamics their individual and team working skills during PBL sessions (in the first / second / third sessions): the clear presentational skills of the knowledge / opinions / ideas, with verbal / non-verbal communication means; Analyzing the listened information in order to recognize the knowledge, values, beliefs, intentions; Using the communication for informing / giving instructions / motivating and persuading;The correct and free communication in different environments;Compromising and putting the team's interests before his/her own. Taking his/her share of responsibility for the team work and evaluating the contribution of each team member in the overall activity. Results It turned out that on the first tutorial the students taught with the traditional / classical learning methods had problems in: interpreting verbal skills, listening to someone's opinion and taking responsibility , but the situation significantly improved in the following PBL sessions. Conclusions The above mentioned issue has elevated our hopes that the medical students will absorb more successfully all communicative skills necessary for the doctor when they are taught with PBL rather than with traditional methods.

E-Program for MD ePBL Students’ Performance Assessment Recording in David Tvildiani Medical University (DTMU)

Abstract: 
In TEMPUS project (e-PBL-net) framework DTMU worked out a new MD-e-PBL program. In the same time, it is known, that processing of new program and its efficacious implementation/ exploitation have additional aspects and/or participants. The issue (implementation/exploitation) is important in its (program) administration. Hence, our goal was to create so called E-assessment recorder (E-Program for MD E-PBL students’ performance assessment recorder) corresponding to the program worked out in e-PBL-net project. It was jointly created by DTMU Dean’s office, examination center and IT department; Assessment Recording e-program allows to register students’ activity assessment and count it according subject, module, e-PBL progress, current and summarizing examinations. Given website: www.lms.aieti.ge is written on PHP and uses MYSQL database. After choosing a flaw type, group, module and subject, access is possible to several windows: Everyday Assessment Recording, Quiz Assessment Recording, Quiz Results. Pre-quiz condition of chosen group, module, subject is expressed for all students of current group in Everyday Assessment Recording. Here you can see data on missed hours, recovered hours and average marks. In Quiz Assessment Recording pre-quiz points of chosen group, module, subject (summarized) and quiz results are shown, as well as a final mark for this subject. In Quiz Results for chosen group and module summative results are given for all subjects in the same window. As well as module is summarized and gives total module score.E-Program for MD E-PBL students’ performance assessment recording allows for data transmission, synchronization and storage. Also, it can be useful to search students’ progress in PBL (preparation for PBL, attitude to peers and tutors, contribution to PBL), find out weak points; learn influence of PBL progress on other elements of the weak, assessment progress in module (Quiz), etc.

Regional Internet-Competition in English Skills Among Russian-Speaking Medical Students: First Experience

Abstract: 
Currently being a highly qualified medical specialist means to be a member of an international medical society. One of the major resources to enter the international medical field is excellent English skills, as the English language has become a lingua franca in Medicine. Thus, our aim is to enhance students’ motivation to study English for professional purposes starting from the first year in the medical school. We organized the Internet competition in English skills among first-year students from two Russian medical schools (USMU in the Urals and KrasSMU in Siberia). The competition had three stages held during 30 days in November-December, 2014 via the Internet on the e-educational platforms of the universities. All tasks were related to medical profession. Overall 130 students took part in the competition doing the reading, listening and writing tasks at the first stage. The best 35 students continued their work at the second stage where they created a video on the topic “Health is not simply the absence of sickness”. Then 10 students were selected to participate in the final, which was held as a teleconference between the universities. The evaluation of students’ works was performed by competent English teachers. The results of the competition showed that medical students enthusiastically accepted new teaching methods developing their creativity. The first-year medical students expressed a desire for their involvement in unusual educational projects and were interested in studying English for professional purposes. Thus, we may include outstanding educational techniques in the studying process to keep medical students motivated and develop their individual skills and abilities. Moreover, such competitions promote better communication between the universities.

Using virtual patients for self-study in teaching biomedical sciences

Abstract: 
Background: KSMU is one of the partners in ePBLnet Tempus project focused to establish PBL and virtual patients in early years of medical curriculum. Within the project, 32 students learn anatomy, physiology, pathology, pharmacology and basic clinical medicine through PBL and virtual patients created in open-source platform OpenLabyrinth 3.2. Objective: We wanted to extend the experience with virtual patients to other students not involved into Tempus project. The best way to do it without modifying the curriculum radically was to introduce virtual patients for self-study. Method: Department of Molecular Biology and Medical Genetics uploaded the case on congenital genetic disorder into OpenLabyrinth. The case included lab data, multiple choice questions, decision points and short review of optimal decision pathway. Students were to practice with this case in their self-study time before coming to the teaching session about this genetic disorder. Results: Compared to students who did not practice on virtual patient, the participants displayed higher motivation to learning genetic disorders during the teaching session and demonstrated better comprehension of the studied material. Students were more confident in applying their knowledge to the real patient problem. Based on the results, KSMU made a decision to extend virtual patient environment to other disciplines and involve more students. Conclusions: Virtual patient environment is the valuable tool, even in the first years of medical school. Practicing with virtual patients during self-study time increases comprehension of the learning material, motivation and confidence of students. Medical schools should make effort to provide virtual patient experience to their students.

Learning by teaching in Dental Informatics: an explorative study

Abstract: 
An intriguing educational approach, learning by teaching, was applied in the course of Dental Informatics. The aim of this study was to investigate the effect that teaching expectancy (preparation to teach) and actually teaching have on skills and knowledge that students are expected to acquire during the course. In order to assess the applicability of this method to various forms of educational materials, students were asked to prepare and present educational objects that would be part of the current semester's curriculum. These were short lectures, computer laboratory exercises and virtual patient cases. The instructors evaluated their content and presentation fulfillment. Focus group sessions were held so as to capture the students' perception of the pedagogic technique. The results indicate that learning by teaching can enhance the quality of knowledge in Dental Informatics and increase computer, research, communication and cognitive skills of the involved students.
Single session
Friday, 19 June, 2015 - 20:00 to 20:30
Single session
Friday, 19 June, 2015 - 21:00 to 23:59
Single session