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 Current & Past Teaching Links

Approximately once per month, the Office of Education emails WUSM course masters and teachers links to various articles that our teachers might find useful and or interesting.  We invite our teachers to review the materials and, if they find the content beneficial, to forward to other lecturers within their course.  Current and past materials are appended below.

If you would like to be added to the monthly Teaching Information email distribution list, please email:

AY 2015 - 2016 Teaching Links:

  • The December Teaching Link is to an education scholarship grant announcement, released yesterday by the International Association of Medical Science Educators (IAMSE).  The grant is intended to support research on health professions education across all levels of training, and provides $3,000 over two years. 

Applications are due by January 15, 2016 and full details are included here:

Announcements like this serve as a reminder to our education community that there are many funding sources for research on health professions education, and that these announcements are often made with very short deadlines (as is the case with this IAMSE grant).  

If you have any questions about how to apply for these types of educational grants, or if you would like suggestions on where to seek education scholarship funding, please contact Carolyn Dufault in the Office of Education at

  • The November 2015 teaching information highlights two helpful, general health professions education resources: AMEE Guides; and BEME Guides.  These guides are published on an ongoing basis in the journal Medical Teacher (please see note below regarding digital access to Medical Teacher) 

BEME Guides are reviews of current hot topics in health professions education.  Similar to Cochrane Reviews, BEME reviews provide health professions educators with an up-to-date synthesis of the best available evidence to help individuals and groups make informed decisions when selecting approaches to teaching, assessment, and curriculum design.  The full list of BEME Review topics can be found here:

·     AMEE Guides are practical, topic-based overviews that cover a range of health professions education categories, including best-practices and new advances in teaching, assessment, curriculum planning, and education management.  Here is a link to the full list of AMEE Guides:

As an example, AMEE Guide 63 on Experiential Learning, which is attached to this message, may be of interest to those who teach and design curricula in workplace-based settings.  This article, like all other AMEE guides, includes a brief but thorough review of the background theory, provides bite-sized and useful "practice points", and gives practical illustrations of how core concepts can be translated from theory to practice

Note:  The digital version of Medical Teacher can be accessed only through the Olin library (link here) with an 18-month embargo on the most recent articles.  The Office of Education can provide a PDF of any AMEE or BEME Guides within the embargo dates.  Please send requests to Celeste Witzel at

  • The October teaching link comes to us as a recommendation from Alan Dow, MD, MSHA, the plenary speaker at the October 30 Education Day.  Dr. Dow is Assistant Vice President of Health Sciences for Interprofessional Educational and Collaborative Care at Virginia Commonwealth University, and he is also an alumni of Washington University School of Medicine. 

The broad theme of Education Day 2015 was teamwork and collaboration, with a special focus on the development of effective interprofessional teams.  The October teaching link is a compelling study of teamwork that underscores the need for all health professionals to consider how we train our students to work effectively in teams, particularly across professional boundaries.  The article reports the results of systematic observations of teamwork behaviors among interprofessional internal medicine rounding groups.  

The authors conclude that the health professionals they observed “…had formed working groups rather than working teams…”, and that this organizational structure directly contributed to downstream communication and decision making problems. 

 AY 2014-2015  TEACHING LINKS:

(You may need to log in from a WUSM computer to receive full access to the below articles and or links.  Some journal links expire over time.)

  • May:  With the end of the academic year, it is a perfect time to think about course evaluations.  What do you do with the rich set of data you get from your students on these evaluations each year?  How do you use the information to plan your future teaching?  Do you find it easy or difficult to stay unemotional in the face of critical comments?  This month's teaching link is a thoughtful, short opinion piece by a Yale University professor, Doug McKee, who takes on all of these topics and pairs his reflections with helpful suggestions for getting the most out of end-of-course evaluations.

    Of note, this piece is from Doug's blog, Teach Better, a collection of thoughtfully curated teaching resources on topics ranging from tips on creative teaching and lecturing, to reflections on the thoughtful use of educational technology.

  • April:  Fourteen of you responded to last month's teaching resources survey and told us about how you keep up to date on teaching innovations; your preferred teaching resources; and the list of teaching topics that you wish knew more about.  Here are some of the key take-aways from the survey:

Currently, the preferred methods for learning about teaching innovations were through informal conversations with colleagues and from national faculty development opportunities.

Several respondents said they typically turned to broad, web-based educational resources like the and  Others mentioned following the tables of contents (TOC) of their favorite academic journals.  Here's a link to a website that makes it easy to follow new TOC alerts from just about any journal:

There were also many great ideas for teaching topics that you said you wish you knew more about, including "getting busy faculty and residents more engaged in teaching", "giving awesome lectures", and "incorporating more active learning into teaching".  

    • Happily, almost all of these topics will be included in an upcoming Office of Education faculty development workshop on Wednesday, May 20 from 1 – 2:30 pm in Connor Auditorium, first-floor FLTC (Farrell Learning & Teaching Center).  Earlier this week you received an email announcement with all of the key session details, including a request to please RSVP (if you have not already done so) to if you would like a boxed lunch (boxed lunches available beginning at 12:30 pm before the session).  Please watch for an additional workshop reminder email in May.

Thank you again to all who shared their ideas and suggestions for keeping up to date with best practices and innovation in teaching and learning.  At times, teaching can seem like a solitary endeavor, and so it is wonderful that we take even small opportunities (like this survey and the upcoming workshop on May 20) to come together as an education community to share and learn from each other.

  • March:  This month we undertook a survey of faculty asking where and how our faculty keep up to date on the latest innovations and best practices in teaching in the health professions; i.e. Do you talk to colleagues about teaching?  Attend faculty development workshops?  Search Google for terms like "The Flipped Classroom"?  Faculty completed a short 3-question survey, the results of which will be shared in April via the monthly teaching link.   
  • February 2015:   Have you ever considered transforming your lecture-based didactic teaching into sessions that incorporate active learning, but wondered about how to do so?”   The February teaching link is to a concise, yet detail-rich article in the Journal of Emergency Medicine which describes specific techniques that can be used by all health professions educators who seek to transform their lectures into opportunities for active learning.  Helpfully, the article organizes the different active learning techniques into a framework that explains the "hows, whys, and whens" for each method, and provides specific examples of effective implementation.  As evidence for the benefits of active and self-directed learning continues to accrue, this short guide to these methods is an important and timely resource for educators.

  • January 2015:  The new calendar year is now well underway and we have returned to teaching in our classrooms, clinics, and labs.  If you are looking for a fresh set of teaching resources and inspiration as you begin 2015, please see this month's teaching link to the FAIMER (Foundation for Advancement of International Medical Education and Research) "useful links" page:

The link includes a thoughtfully complied set of health professions teaching tools organized into broad categories, including teaching strategies, teaching materials, and assessment.  There are many specific topics that will likely be of broad interest to all health professions educators; examples include a link to the ALPS reflection tool (an online instrument designed to facilitate educator self-assessment); a link to the Health Education Assets Library (HEAL) which includes over 22,000 free digital materials for health science education; and a link to the National Board of Medical Examiners' free guide to constructing test questions for the basic and clinical sciences. 

  • November/December 2014 teaching link: As a Washington University School of Medicine (WUSM) community, we have been engaged in many important conversations related to diversity, inclusion, and our teaching and learning climate.  Related to these important and ongoing conversations, the November/December teaching link is to a brief article in the Chronicle of Higher Education on an recently-issued set of standards designed to improve the training of physicians in their treatment and care of individuals who are lesbian, gay, bisexual, transgender, or who don't identify with a gender.  These guidelines, provided in a report by the American Association of Medical Colleges (AAMC), are focused on the 30 core skills that physicians should be expected to master during medical training; however, most apply broadly to all health professions.  Please take a moment to review the article and consider if there are any changes, even small ones, that you could make to your teaching based on these guidelines to help ensure that this topic is well-represented in our collective training of future health professionals:

  • The October Teaching Link is to a wonderful resource called the KeyLime (Key Literature in Medical Education) Podcasts archive:

    This page, created and frequently updated by the Royal College of Physicians and Surgeons of Canada, provides brief (approximately 20 minutes) audio podcasts that efficiently review recent articles from the medical education literature.  The discussion of each article is led by a team of expert medical educators who unpack and discuss the key research questions, methods, and study results in a conversational, journal-club format.  These engaging podcasts are excellent examples of brief but effective "desktop faculty development", and they provide an easy way for educators to keep up to date on the latest findings in the academic medicine and health professions literature.  The podcasts can be streamed to any computer with internet access — no special software is required.  A few example topics that may be of broad interest include reviews of articles on competency-based education, innovative teaching methods, and best practices and new findings related to assessment in health professions education.

  • The August Teaching Link is to an article published in 2013 in the Journal of General Internal Medicine (link included below) that directly addresses the subject of implicit bias and its direct relationship to the persistence of health care disparities.  As described in this brief article, everyone is susceptible to implicit bias, including healthcare professionals, and the article examines the links between implicit bias and behaviors that lead to healthcare disparities.  Importantly, the article also outlines specific steps that individuals can take to reduce implicit bias.  As you prepare for the academic year ahead, please reflect on how implicit bias affects the practice of teaching, learning, and patient care.  Further, please consider the steps you can take to reduce this type of bias as we work toward our shared goals of eliminating healthcare disparities and creating an inclusive WUSM community., Elizabeth N., Anna Kaatz, and Molly Carnes. "Physicians and implicit bias: how doctors may unwittingly perpetuate health care disparities." Journal of General Internal Medicine 28.11 (2013): 1504-1510.

  • The July Teaching link is to a terrific resource for educators in the health professions — the DR MERL Wordpress website:

DR MERL is short for Dependable Reviews of Medical Education Research Literature and the website provides readers with a frequently updated list of summaries and links to a range of recent and excellent scholarly health professions education articles.  The posted summaries are helpful for quickly sorting through recent articles that may be of interest; each summary is also linked to the full article.  The site also provides an option to sign up for email reminders when batches of new reviews are posted.  For example, one recent review that may be of broad interest to all members of our education community is a recent qualitative study reported in the journal Medical Education that identified the essential elements of interprofessional teamwork.  These elements include shared leadership, collaborative decision making, and recognition of one's limitations and strengths.  The link to the summary and review are here:


  • The June teaching link is to a recent article from The Chronicle of Higher Education that provides a helpful top-ten list of books on effective teaching in higher education — perfect for planning your summer reading list!  Although they are not focused specifically on teaching in the health sciences professions, each of these books has something to offer in terms of theory and practical advice on improving didactic and small group teaching, which occur at all levels and in all programs here.  While all of the books are terrific, two may be "best-bets" for their broad applicability to most forms of teaching; they are: Make It Stick: The Science of Successful Learning; and Mindset: The New Psychology of Success.  Happy summer reading!

  • The May teaching link is to a brief article that outlines three practical strategies for increasing students' metacognitive awareness of their own learning.  Metacognition (often defined as "thinking about thinking"), is a key component of self-regulated learning, which itself is the cornerstone of effective lifelong learning.  Many instructors who teach students in the health professions hope or assume that their students think about and assess their own learning strategies without needing explicit instruction or feedback on this skill.  The article suggests otherwise and provides clear suggestions on how to incorporate metacognition in all types of teaching activities.  The article concludes with a helpful reminder that simply incorporating an engaging activity into teaching is typically not sufficient to promote metacognitive awareness; rather, the article notes, "…activity in and of itself does not promote learning.  Activity must be accompanied by a metacognitive component, which requires students to process what they are doing, why they are doing it, and what they are learning from doing it."

  • The April teaching link is to the article Teaching Well Matters: Tips for Becoming a Successful Medical Teacher, by Helen Shields, MD.  Dr. Shields was a recent guest of Washington University and was the plenary speaker and workgroup session leader at the recent Education Day.  Her brief teaching link article provides medical educators with twelve specific and inspiring teaching tips based on Dr. Shields' eighteen years of experience as the course director for the highly-rated second-year Gastrointestinal Pathophysiology course at Harvard Medical School.

  • The March teaching information is to a brief but engaging article from Academic Medicine.  The goal of the article is to challenge all medical educators to think carefully about how they teach, and assess the knowledge, skills, and behaviors required for students to successfully develop as self-regulated, lifelong learners.  How do you teach these skills to your learners?  After reading this article, would you say that you teach a medical course, or a life course?  

Glasziou, P. P., Sawicki, P. T., Prasad, K., Montori, V. M., &International Society for Evidence-Based Health Care. (2011). Not a medicalcourse, but a life course. Academic Medicine, 86(11), e4.,_but_a_Life_Course.51.aspx

The Website Journal Page is frequently updated with several forms of teaching information that may be of interest to WUSM educators.  Information includes in-depth reviews and articles prepared by members of the Teaching Center staff summarizing recent research and perspectives on complex issues in teaching and learning.  Recent topics include reviews of the effects of laptops and other mobile devices in the classroom; a report with highlights from the recent i teach faculty symposium day; and an article on the new active-learning classroom spaces on the Danforth campus.  The Journal also has a collection of links to recent research on teaching and learning in higher education -- with a frequently-updated  "Around the Web" section. " 

  • The December 2013 /January 2014 information is to an article on Humility and Respect in Medical Education, by Larry Gruppen, and is a timely reminder of several important, but under-discussed aspects of teaching and  learning. This brief article highlights the importance of being able to identify what we, as medical educators, know about teaching and learning, and what we ‘know not.’  Helpfully, the article (see "Archive" section of this website for the article) provides several specific suggestions on how to improve teaching by increasing humility and respect.  Key ‘take-home’ ideas include the importance of:
    1. Embracing and being open to the feeling of ‘knowing not’, and in doing so, opening yourself to checking and rechecking your ideas about the best approaches to teaching through conversations with colleagues, students and educators from different departments and disciplines.
    2. Learning from multiple theoretical perspectives on how people learn, noting for example, the contributions of cognitive theories of teaching and learning and social learning theories. Drawing on multiple theoretical perspectives can help instructors develop a broad set of tools through which teaching can be considered and, ideally, improved
    3. Learning from the multiple perspectives of colleagues, particularly those who may have different points of view on what they consider to be the best and most essential practices in teaching. Gruppen suggests that humility and openness are crucial for successful learning from these types of interactions.
    4.  Identifying and working to overcome common obstacles to incorporating humility in respect in medical education. These obstacles include an all-too-human tendency to want to feel confident in how we approach complex situations – particularly teaching – and  confidence in our habits of organizing and explaining the way things work. Gruppen notes that “Confidence can be a sign of danger because it is not strongly correlated with truth or correctness.”
  • The October teaching information update is to a brief commentary on the flipped classroom model in Medical Education by Debra DaRosa, Professor of Surgery at Northwestern University’s Feinberg School of Medicine.  Dr. DaRosa’s article picks up on last month’s teaching link by Prober and Khan (2013) and extends the conversation by proposing two additional elements that Dr. DaRosa suggests are required for successful “flipping”.

    The additional recommendations are based on Dr. DaRosa’s experience implementing flipped classroom teaching at Northwestern. These additional elements include 1) faculty development opportunities that support and guide implementation and 2) a recognition of the role of individualized learning trajectories within the flipped classroom model.

    If you would like to discuss applying the flipped classroom model in your teaching, please contact Carolyn Dufault, Education Specialist, Office of Education, at:

  • September link is to a recent article in the journal Academic Medicine on "flipping the classroom."  The lead author, Charles Prober, Senior Associate Dean for Medical Education at Stanford University, was a keynote speaker at the WUSM Education Day this past spring, and Dr. Prober is a strong advocate for incorporating digital-learning into medical teaching.  His co-author, Salman Khan, is the founder and director of Khan Academy (, one of the earliest and best-known examples of flipped-classroom teaching.  As interest in this method grows, the authors describe why and how flipped-classrooms may reshape medical education in the years to come.   Prober, C. G., & Khan, S. (2013). Medical Education Reimagined: A Call to Action. Academic Medicine.

  • August link is to a brief article from the journal Medial Teacher.  It provides twelve key tips on teaching reflection to medical students. Most medical educators would like their students to become reflective about learning.  Research in this area has demonstrated that reflection can promote deep learning, increase professionalism and, ideally, help students to establish a life-long habit of valuing self-improvement.  But how do you teach your students to be reflective learners?  The author has helpfully ordered the twelve tips sequentially, beginning with the early steps of designing reflective exercises, followed by tips on implementing and assessing reflective learning.  All of the tips are based on a thorough review of the literature, and they are designed to be broadly applicable to all medical educators.
  • July link is to the journal Medical Education, which is geared towards medical teaching faculty.  As noted previously, this journal explores a number of topics and includes a section entitled "How Medical Students Learn."  The link below is to the discussion "Who is Responsible for Learning," which is part 3 of this topic. (Parts 1 and 2 were the the May and June links respectively.)

The link discusses different levels of learning and teaching. There is also a section on how learners engage not only in activity presented by the framework of the instructor, but how they self-direct their own learning efforts.

  AY 2012-2013  TEACHING LINKS: 

  • June link is to the journal Medical Education. Designed as a resource for medical teaching faculty, Medical Education explores a number of topics and includes a section entitled "How Medical Students Learn."  The link below is to the discussion "Higher Order Thinking," which is part 2 of the topic “How Do Medical Students Learn.”  (Part 1, entitled "Remembering," was last month's link.)

    Higher order thinking is a necessary part of learning medicine, and the cultivation of recall and analysis is essential for clinical and diagnostic problem-solving.  This discussion of higher order thinking also includes intentional role modeling, integrated case learning, and discovery-based learning.

  • May link is to the website Medical Education:

    Designed as a resource for medical teaching faculty, Medical Education explores a number of topics and includes a section entitled "How Medical Students Learn."  The link below is to the discussion "Remembering," which is part of that broader section.

    ‘Remembering’ is a necessary part of learning medicine, not only with respect to memorization and recall (facts, theories, data, etc.), but also with respect to reasoning and analytical skills.  The discussion of remembering includes the TED talk of Tom Wujec, a leading figure in the cultivation creativity and innovation; provides an overview of how memory works; and offers some tools for helping students learn, retain, and master the vast amounts of material they are exposed to during their education. 

  • April link is to an article entitled “Giving feedback in clinical settings" by Peter Cantillon and Joan Sergeant in the British Medical Journal (BMJ).

The purpose of giving feedback is to encourage learners to think about their performance and how they might improve.  This article discusses what good feedback is, barriers to giving feedback, and how best to do it.

  • March link is to following article, “A Controlled Study of Improvements in Student Exam Performance With the Use of an Audience Response System During Medical School Lectures”, Stoddard, Hugh A.; Piquette, Craig A.  This article discusses how Improvements in test scores can be influenced by the inclusion of questions in the lecture either with or without ARS technology.

  • January 2013 link is to article, The self critical doctor: helping students become more reflective, by Driessen, Erik; Tartwijk, Jan van; Dornan, Tim.  Reflection is an essential for medical personnel.  This article explains various tools that medical educators can use to help students become more reflective.

  • October link is to The ECAR Study of Undergraduate Students and Information Technology, 2012.    The study asked undergraduates to comment on their behaviors, preferences, and satisfaction in regards to information technology.   While this survey was completed by undergraduate students, you will find many issues relevant to our medical students as well.

  • September link is to the article “Role modeling—making the most of a powerful teaching strategy; Cruess, Sylvia; Cruess, Richard; Steinert, Yvonne.

    Role modeling is a powerful teaching tool. This article discusses the strategies for helping doctors become better role models. Such strategies discussed include being aware of the impact of modeled behavior, creating time to facilitate dialogue and reflection with students, and learning how to articulate what we are trying to model.

  • August link is to the article “Teaching when time is limited,” by Irby, David; Wilkerson, LuAnn.

Teaching in small increments of time during patient care can provide powerful learning experiences for trainees. This article explores the ways that clinical teachers might do this in a time efficient way.



  • June link is to the TEDMED library of videosTEDMED, a collaborative partner with the TED Conferences organization, is a community of cutting-edge thinkers and doers from the fields of health and medicine, as well as experts in business, government, technology, and the arts, who come together to consider the challenges of modern medicine and the opportunities to apply cross-disciplinary expertise to the practice of health care.  Every year, the community gathers at the annual TEDMED Conference, where speakers and participants have the chance to connect and collaborate.  Some hightlights of the videos include:  Marc Triola and John Qualter preview of BioDigital Human, a web-based 3D virtual anatomy model.  Leslie Saxon shows the diagnostic and data potential of marrying smartphone technology with heart implants.

  •  April link is to the article “Improve your Lecturing,” by Held, Sam and  McKimm, Judy.   

This article describes teaching large groups through lecturing, considers how lecturing can be planned and structured, explores techniques teachers can use to maximize learning, and suggests how to avoid common pitfalls.

  • March link is to the teaching module “ Effective Teaching in the Clinical Setting”, by Mark Quirk. This teaching module illustrates similarities between teaching and doctoring and defines a basic set of teaching skills.

  • February link is to the article “Applying Knowles’ Andragogy to Resident Teaching,” by Bennett, Elisabeth; Blanchard, Rebecca, et al.

  • January link is to the Toolbox for Medical Educators, which is a new online "toolbox" of teaching resources developed for medical educators who are teaching ethics and communication.

 For prior articles, please click on Archived Articles on the tabbed menu.


 Current & Past IT Links

Once a month, as part of its ongoing project to track and evaluate innovations in educational technology, the Office of Education will send out IT- and Mobile App-related Internet links that may be of interest to course masters and the teaching faculty. Because technology is constantly evolving and expanding, we will select items of particular relevance to the fields of education and health science instruction to send to you once a month. If there is any new technology (hardware or software) that you would like to integrate into your course or course materials, please feel free to contact us with any questions or interests.  Current and past IT- and Mobile-App links are appended below.

If you would like to be added to the monthly email distribution lists, please email: for IT information;  and for Mobile App information.

For additional medical mobile app information, please visit Becker Library’s Mobile Medicine, a curated collection of mobile resources recommended for use in medical education and practice.

If you have any question about educational technology-related matters or mobile resources please feel free to contact the Office of Education at or Jason Crustals at

 2014 IT & Mobile App LINKS:

Once a month, as part of its ongoing project to track and evaluate innovations in educational technology, the Office of Education will send out IT-related Internet links that may be of interest to course masters and the teaching faculty. Because technology is constantly evolving and expanding, we will select items of particular relevance to the fields of education and health science instruction to send to you once a month. If there is any new technology (hardware or software) that you would like to integrate into your course or course materials, please feel free to contact us with any questions or interests.

November link is to iMedicalApps article, The Best Medical Apps for your iPhone;

September:  This month’s links feature new clinical calculators and decision support tools.

Calculate by QxMD:



June link:  The link is to article entitled "Best iPhone medical apps released in April 2014, part 1, “ written for the iMedicalApps website.  This article identifies and showcases innovative medical apps including the WUSM OB Guide released by Washington University.

May: This May resource links to videos intended to help students, trainees, and younger physicians to learn procedural techniques from experienced colleagues. Videos are part of the New England Journal of Medicine and are indexed in MEDLINE/PubMed.

January 2014 Highlight: The Top 10 Quick Reference Medical Apps for iPhone released in 2013:, the leading physician publication on mobile medicine, has published a list of the most innovative, quick reference medical apps released in 2013.  Dr. Iltifat Husain, Editor-in-Chief of iMedicalApps, developed the following list based on an exhaustive review process of all iOS medical apps released in 2013. is an independent online medical publication written by a team of physicians and medical students who provide commentary and reviews of mobile medical technology and applications.

EMRA PressorDex (iPhone/iPad, $15.99) – developed by Emergency Medicine Residents’ Association, PressorDex is designed to be a comprehensive guide or tool developed for emergency medicine physicians to help select the best medications and systematic procedures for their patients.  Read the Review of PressorDex

EyeMD (iPhone/iPad, $0.99) – developed by Antal Media Inc., EyeMD is a mobile eye exam app designed for physicians, neurologists, optometrists, medical school students, and residents.  Read the Review of EyeMD

ABC – Trauma (iPhone/iPad, free) – developed by Cranworth Medical Ltd, ABC Trauma is designed to provide evidence-based recommendations that assist in support of the acute management of the bleeding trauma patient, which when implemented may improve patient outcomes.  Read the Review of ABC - Trauma

Diagnose (iPhone/iPad, free) – developed by Diagnose Software Inc, the Diagnose mobile app was created by an internal medicine resident and an engineer.  The design and features of the app have made it a useful tool used for assisting physicians in the application of evidence-based medicine during the bedside evaluation process of patients.    Read the Review of Diagnose

Memorize Words Medical Spanish (iPhone/iPad, $5.99) – developed by Componica, LLC, users can learn more than 17,000 Medical Spanish Words and phrases.  Utilizing a “Spaced Retention” methodology, the Memorize Words flashcard system adapts to the users learning pace in order to help maximize vocabulary retention.   Read the Review of Memorize Words Medical Spanish

eBlood Gas (iPhone/iPad, $1.99) – developed by Brouard Benoit, Blood Gas is a tool used for assisting in the interpretation of arterial blood gas (ABG).  This app improves patient care by enabling healthcare professionals ability to quickly identify an acid-base disorder and initiate timely therapy directed towards the underlying cause.  Read the Review of eBlood Gas 

GP Antibiotics (iPhone/iPad, free) – developed by Polwarth Limited, GP Antibiotics is a user-friendly pocket reference for the current NHS Greater Glasgow & Clyde antimicrobial guidelines.  It contains up-to-date antibiotic, antiviral, antifungal and other antimicrobial management guidelines for the infections commonly encountered in adults and children.   Read the Review of GP Antibiotics

Managing Rivaroxaban (iPhone/iPad, free) – developed by HealthObs Ltd, the Rivaroxaban app is designed for doctors to help them manage patients on the anticoagulant rivaroxaban.  The application will assist physicians in providing dosing advice, advice if bleeding occurs, recommendation on when to stop treatment pre-surgery, and interpret coagulation results.   Read the Review of Managing Rivaroxaban

Medical Abbreviations (iPhone, iPad, free) – developed by, the application contains over 18,000 medical abbreviations.  Users can browse or search definitions by letter, review additional information from, email definitions, add custom/user definitions, and utilize a definitions quiz as a quick self-assessment.  Read the Review of Medical Abbreviations

Basics of Mechanical Ventilation (iPhone/iPad, free) – developed by Medicine Network LLC, the Basics of Mechanical Ventilation app is for educational purposes only.  It was produced by the Division of Respiratory Therapist and Trauma at Lehigh Valley Health Network (LVHN).  The app is intended for medical students, residents, and respiratory therapists and nurses to help enhance their basic knowledge about mechanical ventilation.  Read the Review of Basics of Mechanical Ventilation


2013 IT & Mobile App LINKS:

  • October 2013 Highlights: Print n Share (Click Here):  Developed by EuroSmartz, Print n Share is an easy to use iPad, iPhone, and iPod Touch app that allows users to quickly print and share documents from their iOS devices.  Under the print spectrum, users can print directly to most WiFi printers or with the use of WePrint, send to any printer connected to a computer via USB, network, WiFi, Bluetooth or by other means.  WePrint is a free piece of software which acts as a conduit between the computer and print device.  Also, if WePrint is required for your Mac or PC, users do not need to be near their computer in order to send content to its locally attached printer.  The application’s file sharing capability is also accessible via wired and wireless technology (WiFi, Bluetooth, Dropbox, Google Docs, etc) and allows users to quickly and easily transmit content between compatible devices.  The software enables users to print and share files, email, calendar, web pages, contacts, images, and clipboard items.  The following list highlights some of the many features available with Print n Share.  The app cost $9.99 but is well worth the investment if you do not have access to an ePrint compatible printer and have felt the nuisance of having content on your iOS device that you would like to print, but are unable to do so. 
  • Files - Using wired/wireless technology (iTunes, WePrint, Bluetooth, USB, iWorks, Dropbox, Google Docs, iDisk, WebDAV, and FTP) users can easily connect and share content across compatible devices; works in collaboration with Documents To Go Premium “Open In” feature and with iWorks App Suite (Pages, Numbers, and KeyNote) “Open in Another app” feature; saving and converting files into a PDF from another app using the “Open In” feature or through Cloud storage (iDisk/Dropbox/
  • Email - Compatible with Apple Mail App, Yahoo Email, Exchange, Bellsouth, Verizon, and SBCglobal; ability to print over 3G/4G through Gmail accounts using WePrint “Print via Proxy” option.
  • Web Pages - Bookmark webpages and import browser favorites from Mac or PC.
  • Contacts - Compatible with DYMO LabelWriter; print address/shipping labels by tapping on “Contacts”, select a contact and tap Print.
  •  Images - Ability to adjust size and scale of images; customize settings for easy editing.

To learn more about Print n Share, please watch this demo video or read the following review articles highlighting attributes which help make Print n Share one of the best productivity apps on the market:  "That's What Printing On-The-Go Is All About" and "Print and Share - App Review."

  • The September 2013 Highlight:  “iOS 7 – The 7 Best New Features” (Click Here):  The September mobile app communication is featured by Network World, a popular provider of information, intelligence and insight for IT professionals.  The article “iOS 7 – The 7 Best New Features” consists of a web-based slideshow which briefly highlights the newly developed operating system (OS) enhancements found in the most recent iOS 7 platform.  These highlighted features assist in increasing the user-friendliness of each iOS device.  More pertinent to the development and success of the iOS platform, these newly designed attributes help make the platform more marketable, attractive to current and potential customers, and adds to the product’s competiveness to the industry leading, Android operating system.     
    1. Control Center - Swipe up from the bottom to open the Control Center to access Airplane Mode, Wi-Fi, Bluetooth, Do Not Disturb, Rotation Lock or Mute, control playback of music, videos, and podcasts, and manage AirPlay.  For more information, click here.
    2. Timer in the lock screen - Unlike previous iOS versions, the countdown displays in the lock screen where a user can dismiss the timer alert sound.  For more information, click here.
    3. Today view in the Notification Center - The Notification Center has been expanded in iOS 7 to add two panes: Missed and Today.  For more information, click here.
    4. Driving directions from OS X - OS X Mavericks adopts iOS's Maps app, which can send maps and driving directions from your Mac to your iOS device.  For more information, click here.
    5. More email management - The Mail app in iOS 7 has several changes that will make using it easier.  For more information, click here.
    6. Smart mailboxes - iOS has introduced predefined smart mailboxes such as Unread, All Drafts, and Attachments which offers users the capability to auto-manage email content on a mass scale.
    7.  iCloud keychain - iCloud Keychain does two things previous users have found very beneficial: (1) it can save and easily retrieve credit card information entered on websites and (2) saved passwords and credit cards can be synchronized across your Macs and iOS devices.  For more information, click here.
  •  The August Highlight is to an articule in EDUCAUSE, a nonprofit association whose mission is to advance higher education through the use of technology.  The article   “7 Things You Should Know About IPad Apps for Learning” (Click Here), helps provide concise information on emerging learning technologies.  The article briefly talks about the iPad device itself and how its design and technology can enhance a students’ learning experience.  Using the iPad and other types of mobile, user friendly devices effectively in the classroom can provide opportunities for learning not provided in traditional course settings.   

If you wish to learn more about the iPad and how it can impact education, please visit Apple in Education.  For more information on video tutorials, classroom guides and web pages for educators, please visit Apple in Education’s Resources page.

For additional medical mobile app information, please visit Becker Library’s Mobile Medicine, a curated collection of mobile resources recommended for use in medical education and practice:

  •  June link: Is to article entitled "7 Things you Should Know about Microlectures," written by the Educause Learning Initative.   This article identifies and explains what microlecture are, and the benefits of using them in the classroom.

If you are familiar with the Khan Academy or TED-talk presentations, then the concept of the microlecture is already familiar to you. Microlectures are brief, focused presentations that can be used as components in online or face-to-face teaching.  As digital recordings, microlectures are available to students via their laptops and tablets and can be accessed at the convenience of the end user.  Microlectures can summarize key concepts, focus student attention on important topics, or address problem areas being encountered by the learner.

  • May link: Is to article entitled "The most innovative Medical Apps of 2012," written for the iMedicalApps website.  This article identifies and showcases innovative apps in different areas (e.g., patient education, clinical reference).  Most of the apps mentioned in the article are free to download.

  • March link:  Is to a Chronicle of Higher Education article regarding tips for teaching, technology, and productivity and entitled “Grading with Voice on an iPad."  By using an  app called iAnnotate, an instructor can write comments on PDFs, but also add voice comments, allowing for more detailed and personal explanations that otherwise might not be included.  

  • February link: Was created by Manchester Medical School.  Pay special attention to the videos from medical students that explain how they, as medical students, use iPads.

  • January link: Is to the article, "The self critical doctor: helping students become more reflective," by Driessen, Erik; Tartwijk, Jan van; Dornan, Tim.  Reflection is an essential for medical personnel. This article explains various tools that medical educators can use to help students become more reflective

 2012 IT LINKS:

(You may need to log in from a WUSM computer to receive full access to the below links / articles.)

  • December link:  Top 10 free iPAD Medical Apps.  Editors at iMedicalApps have chosen their top 10 free iPad medical apps.  Information and discriptions of the apps are explained in detail in the following link:

  • November link:  Twitter can be a tool for life-long learning and has potential for use in professional networking, information management, and medical education.  This article describes a stepwise approach to getting started using Twitter and also some practical tips.

  • August link:  The following site contains a good collection of basic technology tips,.  You will find this five-minute read an excellent and valuable resource.

  • June link:  The following well-organized site contains a good collection of case histories - including links to imaging, and clinical examination and procedure websites - making this a feature-rich site with a strong focus on clinical learning.  The blog is a part of the Clinical Cases and Images project which was also featured in the British Medical Journal.  Health News Updated Daily by Assistant Professor at University of Chicago, Internist and Allergist.

  • March link:  The following article: The 2012 Horizon Report; annual report, is a collaborative effort between the EDUCAUSE Learning Initiative (ELI) and the New Media Consortium (NMC). Each year, the report identifies and describes six areas of emerging technology likely to have a significant impact on teaching, learning, or creative expression in higher education within the next five years. These emerging technologies are described in chronological order of their increasing presence within institutions and educational environments.

  • February link:  The thing that most typifies educational technology in today's various educational environments is its constant change. But with dozens, even hundreds, of new products coming onto the market each year, which ones are destined to become revolutionary? Which will become integral to teaching and learning? Which will try, but ultimately fail, to succeed in a market increasingly crowded with options? Read what these educators and technology directors identify as the most important trends of the past year and what they predict for 2012.

  • January link:  Lecture-capture software is becoming increasingly integrated into medical school curricula across the country. In short, lecture capture refers to any technological system that allows activities in a lecture hall other teaching environment to be recorded and made available digitally to student participants. Though some presenters are reluctant to embrace the technology fearing that it will negatively impact the real-time dynamic between lecturers and students, there are considerable advantages and possibilities created through the use of a lecture capture system.

The following Educause website has enumerated seven key points that are an excellent reference for understanding lecture capture systems and why so many institutions are adopting them.

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