The E-learning evolution–leveraging new technology approaches to advance healthcare education

Smothers, Valerie; Ellaway, Rachel; Greene, Peter S.

doi:10.1080/01421590701881681

Cited by 14 publications

(6 citation statements)

References 7 publications

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“…PoDs derived from the NOEL approach are also highly dependent on sample size and the statistical sensitivity of the study. Limitations of the NOEL approach include: it does not allow for estimation of the probability of a response for dose levels not included in the study, making it difficult to compare separate studies, and the PoD will tend to be higher in studies with smaller numbers of animals per group (22,34,(43)(44)(45)(46). For example, the PoD value derived by the NOEL approach for GST-P positive foci was 10 ppm in the present study where the sample size was 5 rats per group, but was 1 ppm in the previous study where the sample size was 120 or 240 rats per group (13).…”

Section: Discussionmentioning

confidence: 99%

Quantitative analysis of mutagenicity and carcinogenicity of 2-amino-3-methylimidazo[4,5-f]quinoline in F344 gpt delta transgenic rats

Fujioka

Totsuka

et al. 2019

Mutagenesis

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Quantitative analysis of the mutagenicity and carcinogenicity of the low doses of genotoxic carcinogens present in food is of pressing concern. The purpose of the present study was to determine the mutagenicity and carcinogenicity of low doses of the dietary genotoxic carcinogen 2-amino-3-methylimidazo[4,5-f]quinoline (IQ). Male F344 gpt delta transgenic rats were fed diets supplemented with 0, 0.1, 1, 10 or 100 ppm IQ for 4 weeks. The frequencies of gpt transgene mutations in the liver were significantly increased in the 10 and 100 ppm groups. In addition, the mutation spectra was altered in the 1, 10 and 100 ppm groups: frequencies of G:C to T:A transversion were significantly increased in groups administered 1, 10 and 100 ppm IQ in a dose-dependent manner, and the frequencies of G:C to A:T transitions, A:T to T:A transversions and A:T to C:G transversions were significantly increased in the 100 ppm group. Increased frequencies of single base pair deletions and Spi− mutants in the liver, and an increase in glutathione S-transferase placental form (GST-P)-positive foci, a preneoplastic lesion of the liver in rats, was also observed in the 100 ppm group. In contrast, neither mutations nor mutation spectra or GST-P-positive foci were statistically altered by administration of IQ at 0.1 ppm. We estimated the point of departure for the mutagenicity and carcinogenicity of IQ using the no-observed-effect level approach and the Benchmark dose approach to characterise the dose–response relationship of low doses of IQ. Our findings demonstrate the existence of no effect levels of IQ for both in vivo mutagenicity and hepatocarcinogenicity. The findings of the present study will facilitate an understanding of the carcinogenic effects of low doses of IQ and help to determine a margin of exposure that may be useful for practical human risk assessment.

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Section: Discussionmentioning

confidence: 99%

Quantitative analysis of mutagenicity and carcinogenicity of 2-amino-3-methylimidazo[4,5-f]quinoline in F344 gpt delta transgenic rats

Fujioka

Totsuka

et al. 2019

Mutagenesis

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“…PATHOWIKI represents a modern medium that can be used as a tool for digital teaching and continuing education programs, and which meets the expectations of the Net Generation [11–13] as a superior form of learning, compared with traditional teaching methods, due to its linkability. Given the structure of the wiki and collaborative cooperation of the largest number of ex‐ perts possible, specialized knowledge can be efficiently processed and made avail‐ able.…”

Section: Discussionmentioning

confidence: 99%

Virtual dermatohistopathology at http://www.pathowiki.org

Roßner

Zwönitzer³

et al. 2012

J Deutsche Derma Gesell

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Keywords• wiki • database • education • virtual dermatopathology • digital pathology • virtual microscopy Summary PATHOWIKI (www.pathowiki.org) is a new specialized information system in the form of a web-based wiki with content from all sub-disciplines of human pathology. Essential components are articles and specimens which are located thematically in dermatopathology. The project is presented on the basis of impressive examples and possibilities. The ability to link all kinds of content and integrate pattern analysis theories creates an effective tool for teaching and training in dermatopathology. Collaborative work ensures the effective usage of available resources and a continually growing amount of content, the quality of which depends on the number of users and should be as high as possible. Therefore, all interested colleagues are invited to support the project.

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“…Online learning has created diverse and innovative delivery mechanisms and an active education research stream. 1 Outcomes research on internet-based learning suggest that enhanced learning opportunities may be generated, but there are no time efficiencies gained. 2 One enhanced learning opportunity of e-learning is the ease of placing education material within reach of the learner and the self-paced nature of subsequent learning.…”

Section: Introductionmentioning

confidence: 99%

Does the order of presentation and number of online resources affect the frequency of access by learners?

Lillis¹,

Murton²

2012

J Prim Health Care

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INTRODUCTION: Provision of web-based resources is a valuable addition to face-to-face teaching in a blended learning environment. AIM: To understand how both order of presentation and number of online resources impacts on the frequency of access by learners in postgraduate vocational training in general practice. METHODS: Information was collected on how many times individual online resources were accessed. Data regarding access rates for 15 separate topics used in postgraduate general practice vocational training were aggregated. Analysis was on the basis of order of presentation where the mean of percentages of hits by order of presentation with standard deviations was calculated. RESULTS: The first four listed resources were accessed at a higher rate than the remainder of the resources. All resources after the first four were accessed at a relatively uniform low rate. DISCUSSION: It would appear that providing more than four resources per topic is associated with learner overload. The number of online resources to support face-to-face teaching should be limited to four. Resource material needs to be carefully considered in terms of how it adds educational value. The ability of resource material to present a different perspective on a topic and adherence to both curriculum and assessment objectives are important considerations. KEYWORDS: Education, medical; education, distance; internet; provision of resources; general practice

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The E-learning evolution–leveraging new technology approaches to advance healthcare education

Cited by 14 publications

References 7 publications

Quantitative analysis of mutagenicity and carcinogenicity of 2-amino-3-methylimidazo[4,5-f]quinoline in F344 gpt delta transgenic rats

Quantitative analysis of mutagenicity and carcinogenicity of 2-amino-3-methylimidazo[4,5-f]quinoline in F344 gpt delta transgenic rats

Virtual dermatohistopathology at http://www.pathowiki.org

Does the order of presentation and number of online resources affect the frequency of access by learners?

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