KR20010104926A - Cyber education system and method for Problem-Based Learning on the internet - Google Patents

Abstract

The present invention relates to a problem-based learning type virtual education system and method based on the Internet.

The virtual education system according to the present invention includes a database for storing various problems for eliciting a problem solving method from students, references and educational information related to the problems, answers provided by students, and answers evaluated by the course leader; A course leader computer that allows course leaders to present questions to students according to the course of study, or to evaluate the answers presented by the students, and to provide students with the evaluated answers; And allowing the course leader to select one of the questions stored in the database and provide it to the students, allow the students to retrieve the bibliography and educational information related to the problem, and evaluate by the answers and course leaders presented by the students. It characterized in that it comprises a database server for storing the answers in the database.

The Internet-based virtual education system according to the present invention is based on self-study and small group student-centered learning, and the students themselves identify problems through discussions, establish goals to study, and acquire knowledge and skills through the discussions. And attitudes and the like applied to the problem to logically solve the patient problem.

Description

Problem-based virtual education system and method based on the Internet {Cyber education system and method for Problem-Based Learning on the internet}

The present invention relates to a virtual education system, and more particularly, to a virtual education system and method for problem-based education using a computer network based on the Internet.

Recently, many companies are developing virtual education systems based on client / server programs or the World Wide Web (WWW). Most of these products, however, remain at the level of simply computerizing traditional knowledge transfer and memorization-based teaching.

In the existing teaching-centered teaching method, the professor unilaterally transmits or injects knowledge to students, thereby suppressing the students' practical problem solving ability and creative thinking ability. Especially in medicine, nursing and pharmacy education or engineering education dealing with practical problems related to life, practical problem solving ability and creative and independent decision-making ability are very important. In order to solve this problem, the United States and Canada recently. Leading foreign universities, including Japan and Australia, are actively introducing problem-based learning. In Korea, Seoul National University, Hanyang University, Hallym University, Konkuk University and others are used for medical education.

An example of problem-based learning in medical and nursing education is to divide students into groups of seven to eight to address the passive problem of knowledge and to address the problem of clinical disease. It is a learning method to learn how to treat diseases. Through problem-based learning, students can reduce the distance between education and real clinic by connecting knowledge known only in lectures and books with real clinic.

This problem-based learning approach

1) By presenting realistic subjects such as cases, induces voluntary learning motivation and interest, and enables students to learn based on knowledge essential for problem solving.

2) By exploring many cases in advance, it is possible to accumulate early and indirect clinical experience unlike the existing methods.

3) Students have the ability to communicate with their peers through small group activities, and the professor has the advantage of being able to easily grasp the student's condition through frequent contact.

1) Students should gather frequently for small group activities

2) Faculty often have disadvantages, such as having to contact students frequently to identify their problems, so more faculty members must be secured.

The present invention solves the above-mentioned shortcomings by using information and communication technologies such as the Internet, which is rapidly developing in recent years, thereby enabling a problem-based learning method having many advantages to be implemented without being limited in time and space with little manpower and cost The purpose is to provide a virtual problem-based learning-based virtual education system.

1 is a block diagram showing the configuration of a virtual education system (example of medical education) according to the present invention.

2 is shown to show the operation of the apparatus shown in FIG.

3 is a flowchart showing a virtual teaching method according to the present invention.

FIG. 4 is a flowchart showing in detail the learning progress process illustrated in FIG. 3.

FIG. 5 shows an example of a problem selection screen shown in the problem presentation process shown in FIG. 4.

FIG. 6 shows an example of an address input screen shown in the address presentation process shown in FIG. 4.

7 to 9 are screens illustrating a history listening process illustrated in FIG. 4.

10 to 13 show the physical examination process shown in FIG.

14 to 16 are screens showing a process of creating a problem list and a list of diseases to be differentially diagnosed shown in FIG. 4.

17 to 18 show the inspection process shown in FIG.

19 is a screen illustrating a problem list and a disease list rewriting process illustrated in FIG. 4.

FIG. 20 is a screen illustrating a process of presenting a treatment method illustrated in FIG. 4.

Although not shown in FIG. 4, FIG. 21 is a screen showing a question / answer process after completion of a process.

Virtual education system according to the present invention to achieve the above object

In the internet-based virtual education system using a computer network,

A database that stores a variety of questions to address problem solving from students, references and educational information related to the problem, answers presented by students, and answers evaluated by the course leader;

A course leader computer that allows course leaders to present questions to students according to the course of study, or to evaluate the answers presented by the students, and to provide students with the evaluated answers; And

Allow the course leader to select one of the questions stored in the database and provide it to the students, allow the student to search for references and related educational information related to the problem, And a database server for storing the evaluated answer in the database.

Virtual teaching method according to the present invention to achieve the above object

In the virtual education method using a computer connected to a computer network,

(a) storing various problems, references and medical information related to the problem in the database to elicit problem solving skills from students;

(b) providing students with one of the prepared problems according to a given learning process, and allowing students access to the database to find a solution to a given problem and problem;

(c) receiving a problem solving method for the problem from students and registering in the database; And

(d) evaluator accessing the database through the computer to evaluate the answers presented by the students and to provide the students with the results of the evaluation.

Hereinafter, the configuration and operation of the present invention will be described in detail with reference to the accompanying drawings (an example of medical education).

1 is a block diagram showing the configuration of a problem-based education system according to the present invention shows an example applied to medical education. The apparatus shown in FIG. 1 includes a web server 102, author computer 104, process leader computer 106, evaluator computer 108, database 110, and database server 112.

Web server 102 is known as a server in the field of computers, computer networks. Web server 102 may be implemented in the form of a personal computer, mainframe, workstation, author computer 104, course leader computer 106, evaluator computer 108, database server 112, and student computer Software and hardware for communication with the 114s.

Author computer 104 has the following functions.

· Ability to enter issues related to cases

Input and retrieval function of various medical information including medical image, clinical test data, experience of behavioral science of patient

· Ability to insert audio, still images and movies

· Ability to write course guides

· All work is done through the web, and the type of work that can be performed depends on the type of user

· Ability to determine the type of user by authentication

· Ability to output medical image and ASTM E1467 format bio-signal data on the screen to satisfy the DICOM format inserted in the form of hypertext for presentation of the case

The process leader computer 106 has the following functions.

· Ability to sequentially perform tasks required for a process in a predetermined order

· The ability to manage the progress of students divided into 6-7 small group units, the ability to register and view students' attendance checks, decisions made in small group discussions, and problem-solving status.

· Ability for course leaders to set learning goals

· Ability for course leaders to evaluate students' learning outcomes and provide them to students, or to provide statistical information to advise students

The ability for course leaders to control the pace of learning, schedule group discussions, and notify using e-mail and paging messages

· Ability to inform small group members of their needs using e-mail and BBS

Chat function for small group members to discuss in real time over the Internet

The database 110 has the following functions.

· Ability to store and retrieve bibliographies, medical information, and information for learning set learning objectives

· Ability to store and retrieve video, histopathology, ultrasound, radiographic images related to cases

· Ability to store case discussion scenes in the form of a video in sequence and view them

· Ability to save and retrieve URLs of websites related to cases

· The ability to insert materials from databases into course leader manuals using hypertext

The evaluator computer 108 has the following functions.

· Online check-in and registration of checklists for evaluating the results of problem-based learning

· Functions for questioning and scoring Modified Essay Wuestion (MEQ)

Implementation of simplified mock patients for Objective Structured Clinical Examination (OSCE)

· Ability to give various surveys to students and course leaders

Ability to provide statistical analysis of the results of the evaluation or survey

2 is shown to show the operation of the apparatus shown in FIG.

The author registers the problem and medical information related to the problem in the database 110 through the author computer 104. The author analyzes various cases for problem-based learning and designs representative models. The author registers the medical image in the DICOM format and the biosignal in the ASTM E1467 format in the database 110. Active X view is required to display DICOM format medical images on the screen.

According to the representative model designed for this, the schedulers presenting the necessary information sequentially, the intelligent situation board which integrates and posts the overlapping contents, and the technology for the year of e-mail, BBS, and chat are required.

Students download the questions registered in the database 110 through the student computer 114, and search for medical information and register the written answers in the database 110. Medical information is inserted into HTML documents by Query Embedded Object technology, and students retrieve multimedia data by annotations.

The progress of the problem and the learning is controlled by the operator through the process leader computer 106. The course leader presents students with the necessary questions and information sequentially. Course leaders can automatically notify students of their needs using calls and e-mail on a schedule. In addition, group discussions with students and course leaders can be conducted using e-mail, BBS, and chat.

The evaluator downloads the answers registered in the database 110 through the evaluator computer 108, evaluates them, and registers them in the database 110.

The evaluator questions questions for evaluating learning outcomes, or performs scoring, questionnaire surveys, and statistical analysis.

As described above, the virtual medical education system according to the present invention presents students with cases and related medical information, and the students search the medical information stored in the database to determine the disease name and treatment method. Accordingly, realistic subjects can induce students' voluntary learning motivation and interest, and accumulate medical knowledge and clinical experience essential for problem solving.

The administrator can educate the students in several small groups. The group consists of 6-7 students, who can check on student attendance and register or view decisions made in small group discussions, problem-solving status, and more.

Group discussions are also possible, and e-mail and bbs are used to inform small group members of the needs. Group discussions take place via live chat over the Internet.

The operator evaluates the student's proposed answers, namely the confirmed disease and treatment options for the given case, and feeds back the students with the evaluated answers.

In this way, the virtual education system according to the present invention cultivates the ability and communication to communicate with peers through small group activities, and the course leader (professor) makes it easy for students to progress through frequent contact with the students through the Internet. I can figure it out.

In FIG. 1, the evaluator computer 108 surveys students and process leaders to investigate / analyze problems and needs. The surveyed / analyzed content will be expanded to accommodate the problems and requirements of the surveyed device shown in FIG.

The technique required for author computer 104 in the apparatus shown in FIG. 1 is as follows.

-Analysis of various cases and representative model design for problem-based learning

-Database structure design to represent various case models

-Technology that integrates MS WORD, Power Point, FrontPage, Namo Web Editor, etc. using OLE automation function

-User interface design technology using educational engineering techniques to maximize educational effect

The skills required in the operator computer in Figure 1 are as follows.

-Scheduler production technology to present necessary information sequentially

-Intelligent situation board design and production technology that integrates and publishes duplicated contents

-Automatic notification using schedule calls and e-mail

-Technology to link e-mail, BBS, chat

The techniques required in the database in FIG. 1 are as follows.

-Multimedia DB structure design technology

-Query Embedded Object production technology that can be inserted in HTML

-Multimedia data search technology by automation

The techniques required for the evaluator computer 108 in the apparatus shown in FIG. 1 are as follows.

-Production technology of statistical analysis engine that analyzes evaluation results or questionnaire results

-Simulated liver production techniques for objective structred clinical examination (OSCE) (search and response using contextual knowledge)

3 is a flowchart showing a virtual medical education method according to the present invention.

First, a problem related to a case and references, medical data, etc. related to the problem are registered in the database 110 (s302).

The author writes through the author computer 104 problems related to the case, various medical images related to the problem, clinical examination data, medical information including career behavioral aspects of the patient, and process leader textbooks. Completed questions, medical information, and course leader textbooks are stored in database 110.

The course leader proceeds to learning with reference to the course leader manual stored in the database 110. In the course of learning, the course leader presents the students with the progress of the progress, and the students download the problems stored in the database 110 from the student computer 114 (s304).

The virtual medical education according to the present invention first allows students to predict diseases associated with a given case, to listen to a patient's medical history, to identify symptoms through several tests, to list a list of possible problems and to name a disease to be discriminated. The procedure is to make a list of patients, check the patient's list of test items, rewrite the problem list and confirm the disease, and finally suggest the treatments for the confirmed disease. Medical information necessary during this process is provided by the database 110.

Students access the database 110 to find a solution to the problem (s306)

Students enter answers to case cases (s308).

The course leader grades the answers presented by the students through the operator computer 106 and notifies the students of the results (s310).

FIG. 4 is a flowchart showing in detail the learning progress process illustrated in FIG. 3.

First, the student presents the selected problem according to the learning process (s402). The problem is a case of the patient.

Students receive subjective findings about a given case (s404). That is, they receive input from students of illnesses that can be considered from a given case.

The patient may listen to the medical history of the patient (s406). The students input a medical history to listen to, and the data about the input medical history is stored in the database 110.

Ask the student to select the physical and examination areas needed to confirm the diagnosis, and present the student with information about the selected physical examination (s408).

Students are asked to prepare a list of expected problems and a list of names of diseases to be differentially diagnosed.

The test items are input from the students, and the test results are presented to the students. (S412)

Get a list of problems from students and enter the name of the case (s414).

The student receives input of a treatment method for the confirmed disease (s416).

FIG. 5 shows an example of a problem selection screen shown in the problem presentation process shown in FIG. 4. Students select a problem from the problem selection screen.

FIG. 6 shows an example of an address input screen shown in the subjective finding (hereinafter referred to as address) presentation process shown in FIG. 4. In the screen shown in FIG. 6, the case of the patient is presented, and the disease inputs (subjective findings) associated with the case given by the students are input in the address input window 62.

7 to 9 are screens illustrating a history listening process illustrated in FIG. 4. Medical history listening is performed by selecting one of several preset questions that the student wants to listen to and presenting a prepared answer to the selected question. That is, when students select their own question from the presented questions, the patient's answer is presented. Of course, the questions and answers are pre-populated by the author.

10 to 13 show the physical examination process shown in FIG. A physical exam is a doctor's examination of a patient's physical condition, including visual examination, palpation, and auscultation. The physical examination can be selected by category and a description of the physical examination and the results of the physical examination of the patient are presented.

14 to 16 are screens showing a process of creating a problem list and a list of diseases to be differentially diagnosed shown in FIG. 4. Students describe a list of problems, the conditions to be differentially diagnosed, and the medical basis for them.

17 to 18 show the inspection process shown in FIG. Students can choose one of several tests, and the test results for the selected test are presented. Tests can be selected by item and a description of the test and the test results for the patient are presented.

19 is a screen illustrating a problem list and a disease list rewriting process illustrated in FIG. 4. Students rewrite the problem list and disease list according to the test results presented.

FIG. 20 is a screen illustrating a process of presenting a treatment method illustrated in FIG. 4. Students suggest treatment options that are appropriate for the confirmed illness. Although not shown in FIG. 4, FIG. 21 is a screen showing a question / answer process after completion of a process.

The Internet problem-based learning type virtual education system according to the present invention can be applied to all educational fields including medical education. In particular, it can be directly applied by replacing only the content without further modification in academic fields such as law, nursing, and engineering and pharmacy where practical problem solving is important.

The virtual medical education system according to the present invention can be packaged and sold as an educational program. In addition, you can package administrative and authoring tools separately.

As described above, the virtual education system according to the present invention, based on self-learning and small group student-centered learning, learns about the problem presented by the course leader and discusses the problem through the discussion, and sets a goal to study. It has the effect of logically solving problems by applying skills, attitudes and skills to the problem.

Claims (16)

In the internet-based virtual education system using a computer network, A database that stores a variety of questions to address problem solving from students, references and related educational information related to the problem, answers presented by students, and answers evaluated by course leaders; A course leader computer that allows course leaders to present questions to students according to the course of study, or to evaluate the answers presented by the students, and to provide students with the evaluated answers; Allow the course leader to select one of the questions stored in the database and provide it to the students, allow the students to search for bibliography and related educational information related to the problem, and evaluate the answers and course leaders suggested by the students And a database server for storing the answers in the database. The virtual education system of claim 1, wherein the database stores medical images in a DICOM format. The virtual education system of claim 1, wherein the database stores a biosignal in the form of ASTM E1467. The virtual education system of claim 1, wherein the course leader computer is programmed to provide e-mail, BBS, and chat functions to conduct group discussions between students and the course leader. 2. The virtual education system of claim 1, wherein the course leader computer is programmed to provide students with the ability to provide information for learning progress to e-mail, BBS, and the like. The virtual education system of claim 1, further comprising an evaluator computer that evaluates the answers presented by the students and registers the evaluated answers in the database. 7. The virtual education system of claim 6, wherein the evaluator computer is programmed to perform a survey and statistical analysis of course leaders and students. In the virtual medical education method using a computer connected to a computer network, (a) storing various problems, references and educational information related to the problem in the database to elicit problem solving skills from students; (b) providing students with one of the prepared problems according to a given learning process, and allowing students access to the database to find a solution to a given problem and problem; (c) receiving answers to the questions from students and registering them in the database; (d) evaluator accessing the database through the computer to evaluate the answers presented by the students and to provide the students with the results of the evaluation. The method of claim 8, (e) providing the student with a medical history, a physical examination result, and a test result related to the case through the computer. The method of claim 9, (f) the process of conducting surveys of students and course leaders; And (g) further comprising a process of statistically analyzing the results of the survey and providing the result to students and course leaders. The method of claim 9, (h) further comprising the process of giving students a group discussion opportunity to solve a given problem. The method of claim 9, The group discussion is carried out through a chat using a computer network. The method of claim 9, (i) creating course guides for course leaders; And (j) a virtual education method further comprising the step of registering a written course guide in the database. The method of claim 9, (k) The process of the virtual training method further comprises the process of providing a learning goal and progress management schedules to the students through the computer. The method of claim 9, (l) A virtual teaching method characterized by the process leader controlling the speed of student learning progress. The method of claim 8, wherein (b) (b1) presenting the patient's case to students; (b2) the process of receiving input from students of the names of the cases presented; (b3) providing students with a medical history; (b4) providing students with the results of an apparent physical examination of the patient; (b5) receiving input from students of a list of problems and the name of the disease to be differentially diagnosed; (b7) providing students with test results; (b8) rewriting the problem list and illness from students; And (b9) A virtual educational method comprising the step of receiving a treatment method for a case presented from the students.