Abstract:

Taiwan has made impressive progress and major impact on all aspects of nanoscience and nanotechnology in the past decade. Academia Sinica, being one of the leading research institutions in Taiwan, has played major role in promoting this emerging research field. I would like to this opportunity to give an overview the research activities, especially the application of nanotechnology in translational medicine, at Academia Sinica.

Taiwan has made impressive progress and major impact on all aspects of nanoscience and nanotechnology in the past decade. Academia Sinica, being one of the leading research institutions in Taiwan, has played major role in promoting this emerging research field. I would like to this opportunity to give an overview the research activities, especially the application of nanotechnology in translational medicine, at Academia Sinica.

Abstract:

Instead of department-based lectures, we adopted system-matched block lecture for 2nd year of medical school. Those are cardiology, pulmonology, gastroenterology, hemato-oncology etc. Lecture of orthopedic surgery was also changed into block lecture of musculoskeletal system. Musculoskeletal block lecture is accomplished by many lecturers from various departments for 2 weeks. At first, basic science subjects such as anatomy, physiology and biomechanics were included but now removed. Recently, radiology, rehabilitation, nuclear medicine, chest surgery, plastic surgery, maxillofacial surgery, and anesthesiology joined our block lecture under organization by orthopedic surgery. Orthopedic terms are strange to most students, which may frustrate them. Our purpose of this study is to assess the efficacy of this kind of repeated case study before and after the lectures and to encourage the students by letting them realize how they have changed after this block lecture.

Method and Result

On the first day, we gave the students (about 50 people) 20 questions covering almost whole orthopedic field. All the questions were made using our own cases. The cases were very typical and representative. No hint was given during the quiz; no answer was given after the quiz. As for the first quiz, overall rate of right answer was less than 20%. Best score was less than 40%. Most students seemed to be unfamiliar with orthopedic terminology. After 2 weeks of block lecture, the case study quiz was given again at the final class. The result of final quiz was striking. Overall rate of right answer grew up to 70%. More educational comments such as postoperative changes about each case were given. During the final case study, many students told us that they became much aware of diverse orthopedic problems. These facts also made the lecturers happy by confirming the efficacy of their lectures. Our pre and post-lecture case study (quiz) seemed to be a useful way to assess the efficacy of overall lectures. Furthermore it seemed to enhance self-esteems of the students and the lecturers.

Abstract:

Multimedia e-learning, previously delivered through CD-ROM, DVD, and local area network, and tethered to the desk, is now accessed through web and mobile phone, and is available anywhere. In addition to new access methods, we have moved to new technology-supported methods of learning such as simulation, games, virtual environments and hand gestures on tablets. These new e-learning tools are supported by a new eco-system with components such as a learning management system, standards for exchange of content between systems, apps stores, i-textbooks, and virtual markets for purchasing components to build e-learning content. E-learning is also moving out of overt learning situations and into just-in-time learning available through point-of-use help systems and even through the electronic medical record.