alexa Training Interprofessional Communication within Clinical Reasoning Processes–E-Learning Cases
ISSN: 2157-7420

Journal of Health & Medical Informatics
Open Access

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Research Article

Training Interprofessional Communication within Clinical Reasoning Processes–E-Learning Cases

Tamara Seitz1,2, MD, Bela Turk3, Charles Seidman4, Henriette Löffler-Stastka1*, MDPD

1Dept. for Psychoanalysis and Psychotherapy and Advanced Postgraduate Program of Psychotherapy Research, Medical University Vienna, Austria

2Dept. for Internal Medicine, General Hospital and Social Medical Center South, Vienna, Austria

3Kennedy Krieger Institute, Johns Hopkins Medical Institutions, Baltimore, USA

4Emory University, Atlanta, USA

*Corresponding Author:
Prof. Dr. Henriette Löffler-Stastka
Dept. for Psychoanalysis and Psychotherapy and Advanced Postgraduate Program of Psychotherapy Research
Medical University Vienna, Währinger Gürtel 18-20
1090 Vienna, Austria
Tel: ++43-1-40400-30700
Email: [email protected]

Received date: September 07, 2016; Accepted date: May 06, 2017; Published date: May 10, 2017

Citation: Seitz T, Turk B, Seidman C, Löffler-Stastka H (2017) Training Interprofessional Communication within Clinical Reasoning Processes–E-Learning Cases. J Health Med Informat 8:261. doi: 10.4172/2157-7420.1000261

Copyright: © 2017 Loffler-Stastka H. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 

Abstract

E-Learning methods have shown a great number of advantages compared to traditional lectures and classroom settings. These include lower total cost, an increased temporal and spatial flexibility as well as taking individual interests and learning style preferences into account. We present a newly implemented case-based E-Learning program at the Vienna Medical University (MUV) for medical students. With over 110 interactive cases, in which learning objectives are aligned with two thirds of the MUVs medical curriculum. In future we aim to examine possible quantitative differences in exam grades and an improvement in knowledge or skills after using E-Learning versus using traditional methods.

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