Teaching with Multimedia
Many students now expect that courses will be supplemented by web
sites and multimedia presentations in the classroom. At the same time
faculty are discovering that multimedia present new opportunities and
challenges for teaching. The purpose of this presentation and document
is to provide the background necessary to move forward into the digital
age of course materials with foresight and finesse, choosing the right
solutions for the right problems.
The presentation is broken down by types of information that can be
easily converted into electronic form, followed by a discussion of
options for each media along with current and promising tools. Each
section concludes with references and pointers to appropriate web
Our focus will be how to distribute multimedia via the web, for that
is the best and easiest way to share your work with a large audience.
We have developed a set of integrated web based tools called the
Faculty Toy Box to make developing web based multimedia easy.
All the technologies discussed here can be found inside or
used within the Faculty Toy Box, which is discussed in more detail
below. Other workshops we provide focus on classroom presentations.
Just about every faculty member of the School of Medicine teaches
with slide presentations, either via PowerPoint or other presentation
program. Students normally get to see slides only a few seconds during
a lecture, yet in many cases slides deliver the most important content
of your educational presentation. One can argue that providing access
to slides outside of the lecture hall can have more effect than
practically any other multimedia approach.
Students are frequently interested in having a printout of a slide
presentation. In that case, the best option is to create an Acrobat PDF
file from the "print handouts" option within your presentation package.
We have found that generally four slides per page works best, and these
can be printed, zoomed and viewed in color. Typically the PDF file is
10-30% of the size of the original, which makes viewing and download
the file much more feasible for students. The process of converting
PowerPoint files to PDF files and uploading them to a web site has
been automated in our course content management system within the
Faculty Toy Box. You simply upload the file using your web browser and
the server converts your PowerPoint to a PDF and links it to your
course web site. PDF files are discussed further below.
Animations in PowerPoint presentations present some great
opportunities for explaining difficult to understand processes, but
there are some challenges in distributing those files. If you convert a
PowerPoint presentation to a PDF, as described above, the PDF file will
display a static image of the last stage of the animation. This can be
inappropriate if you show and hide several graphics in the same
location, but conflicts can be avoided if you design your presentation
with the limitations of the PDF format in mind. Alternately, you can
distribute the original PowerPoint file as well as a PDF version via a
web site. However, this assumes the student has either the full version
of PowerPoint, or the PowerPoint viewer is installed. And if your
presentation has a lot of graphics, the PowerPoint file can be quite
large, causing very slow downloads.
There are several tools that allow you to convert highly animated
and narrated PowerPoint presentations to Flash. We use Camtasia Studio,
Adobe Captivate, PowerConverter from Presentation Pros and Apreso for
PowerPoint, depending on the needs of a given project. All
dramatically reduce the size of a PowerPoint presentation, yet
retain transitions and animations. The gotcha is that you
have to run it through a converter and then manually link the resulting
files into a web page.
There are other distribution options for on-screen slide
presentations via the Web. PowerPoint, Harvard Graphics, and other
presentation packages and have the option to export presentation
outlines and slides directly to HTML (hypertext Markup Language) the
native language of the Web. Images of the slides are saved as GIF or
JPEG files which are automatically inserted into HTML documents. This
is an easy solution for users, for no plug-ins or helper applications
are required, and this approach requires relatively little work. But
when exporting to the web from PowerPoint be sure to check the option
to make the presentation compatible with Firefox, Netscape and Internet
Explorer (if given that option), or you will lock out many learners.
The default settings will only work for Internet Explorer users. The
disadvantage of this approach is that there is no way for the learner
to easily print out the presentation, which is frequently desirable.
Also, the "export to the web" feature in PowerPoint has grown
successively more buggy with each release of Office, the most common
problem being that graphics like arrows and labels don't line up
properly with pictures.
If you have a large archive of 35mm slides that you need to convert
to digital format, we can facilitate the scanning and import the
resulting files into our Multimedia database. The database allows you
to write descriptions of each image and enter keywords, so that you may
easily search your collection.
In general, if a faculty member already uses presentation software
to produce slides, producing a web version is an easy
addition. This also allows presentations to be changed right up
to the time of lecture. One can argue web delivered
presentations provide greater value than the other multimedia
options discussed here, for they many times include information
otherwise unavailable to students.
References: Camtasia , PowerPoint, Harvard
QuickTime, Flash, Captivate , PowerConverter
Examples:ERRIS conference presentations ,
Emergency Medicine PPT Presentations, UVA Multimedia
There are five major digital movie formats, QuickTime, Windows
Media/AVI, Flash, RealVideo and MPEG, but our group supports primarily
the use of QuickTime and Windows Media. QuickTime offers cross-platform
support, multiple audio tracks, video/audio streaming, Virtual Reality
technology, SMIL, MPEG-1,2, and 4, JPEG 2000 support, and an plug-in
architecture that supports third-party add-ons. Windows Media is the
successor of AVI and less versatile than QuickTime, MPEG-2 is primarily
used for CD and DVD distribution, and MPEG-4 is rapidly becoming the
basis for networked video from cell phones to high definition DVDs.
RealVideo is a streaming technology and is best suited for long video
or audio files, though image quality can be vary, depending on network
transfer speeds. Flash video is becoming very popular for the Flash
plugin is the most common plugin on computers today, so nearly
everybody can play it. Windows Media is the best format for inserting
movies in PowerPoint.
High quality digital video files have been most commonly distributed
via CD-ROM or DVD because of their large size, but are increasingly
distributed via the Internet as network speeds have increased.
Streaming video systems like Flash, RealVideo, QuickTime, MPEG-4 and
Windows Media download part of the file into a buffer on your local
hard drive, then begin to play back the file as they continue to
download in the background. They also delete the buffered file as it
continues to play.
The the UVA School of Medicine maintains a Quicktime/MPEG-4
streaming server. ITC currently maintains Real, QuickTime, and Windows
Media streaming video servers. QuickTime has the advantage that it can
also be played back from a standard web server, with some feature
tradeoffs. Quicktime/MPEG-4 is also the format used for video
If you want to shoot and edit your own movies there are three
facilities than can be of help. Academic Computing Health Sciences
(ACHS) has two machines set up to edit either miniDV or VHS tapes and
the Health Sciences Library has a similar facility. In central grounds,
the Robertson Media Center in Clemons Library offers similar
facilities. The Health Sciences Library will also check out digital
camcorders for use by faculty. These facilities usually encourage and
support the use of iMovie for quick and easy editing of digital
To embed movies into a PowerPoint file the movie must be in the
Windows Media or AVI formats. Although QuickTime files were usable in
previous version of Office, Microsoft intentionally removed the feature
in later versions. QuickTime Pro, which costs $29.95, can export any
QuickTime movie to AVI. PowerPoint on the Mac fully supports QuickTime,
and can even export an entire presentation as a QuickTime file.
Copyright law restricts the duplication of commercially produced
videos that are commonly used in the lecture hall. Legally you can only
digitize video that you have produced, or have written permission to
reproduce and distribute.
Many people are interested in using videos published on YouTube. It
is possible to insert YouTube videos into a PowerPoint presentation,
but it is a multi-step process of downloading the video, converting the
video to a format PowerPoint can display, and then inserting the video
into PowerPoint. A link below steps you through the process.
Alternately you can just display the videos from YouTube in your web
browser and toggle back and forth between PowerPoint and your
Currently the two best approaches to using digital video are 1)
adding a short high quality video clip or animation to illuminate a
difficult to understand process or procedure, 2) using streaming video
(or audio with slides) to illustrate long topics or 3) using
progressively downloaded video for high quality playback. Some of the
most popular programs we have produced are short videos that
demonstrate procedures such as performing a neurological exam, or
performing a venipuncture.
The Office of Medical Education will work with faculty and
departments to produce educational videos and publish them on the web
at no cost.
QuickTime Site, RealNetworks, Windows Media, The Copyright Web Site, ACHS, Adobe Flash , Inserting YouTube videos into PowerPoint
Examples: Practice of Medicine Physical Exam Videos, Pathology Videos, CMC Virtual Tour, Preceptor Development Program, QuickTime Movie
Guide, Google Video (Educational - Flash)
Podcasting is a way to record presentations, either audio, video, or
screencast, and make them available over the web. As the name implies,
these recordings may also be played back with an iPod, though other
media players can also play these presentations if a compatible file
format is used.
Currently most basic science courses in the School of Medicine are
recorded as MP3 audio files and posted to course web sites along with
the PowerPoint presentations. Students may view the PowerPoint file and
listen to the recordings at any pace they choose. Professional grade
MP3 recorders are installed in the podiums in Jordan 1-4 and 1-14 that
are connected to the sound system. Student employees retrieve the MP3
files each afternoon and post the files. Faculty may opt out of the
recordings for any reason. About 50% of the students in these courses
report that they use the MP3 recordings as a study aid.
Some departments make MP3 recordings of chalk talks using small
portable recorders, and then post them to their educational web sites.
This is a simple and easy approach for subject matter that is well
suited to audio only recordings.
It is possible to “screencast” presentations as well using Camtasia.
A screencast is a recording of all the visuals presented on the
presenter’s computer synced with the voice of the presenter. Camtasia
Studio saves the presentation, and supports export in several formats.
Camtasia produces a very high quality recording, but it takes hours to
export an hour long lecture.
Adobe Captivate will also record screencasts, plus it lets you add
in branching interactions when editing the presentation. So this is
more powerful, but has a little longer learning curve.
Jing is a very easy to use free screencast tool. It can be learned
in just a few minutes and produces high quality screencasts, but can
only make short recordings. Jing also provides free web space to upload
and distribute your screencasts. Small, simple and to the point is
Jing's approach, and it works well.
Videos may be podcast as well, and our faculty have developed a
number of podcast videos of physical exams and clinical skills. These
can be useful for “just in time” training. A student can make a quick
review of a skill video on an iPod or PDA just before they perform the
Podcasts do not have to be reviewed on a portable device. In fact most
podcast recordings are reviewed on laptop or desktop computers. Many
schools that produce a lot of podcasts provide recordings in multiple
formats so they are optimized for both desktop and iPod delivery.
The School of Medicine is developing more automated methods for
producing podcasts on a larger scale and will pilot the solution in the
spring of 2009, with plans for a production deployment in fall 2009.
This system will automatically make screencast recordings of lectures
in Jordan 1-5 and 1-14 and automatically link those recordings into the
appropriate course web sites.
References: Apple’s Podcast resources & tutorials , Camtasia
Studio, Adobe Captivate, Jing
Examples: MP3 recording of lecture, Camtasia demo, Video
podcasts of clinical skills
Virtual microscopy is a technology that allows learners to pan, adjust
magnification, and even focus digital microscopy slides. The School of
Medicine recently purchased a digital microscopy scanning system from
Aperio and we have modified our imaging applications within the Faculty
Toy Box so that virtual microscope slides may be used within any of our
applications including image tutorials, quizzes, tests, and case
Virtual microscopy will probably revolutionize pathology that way that
PACS has revolutionized radiology. Once Aperio has their system fully
certified as a medical instrument by the FDA, a technician will be able
to collect and scan any tissue and upload it to a server, where it can
be analyzed over the Internet by a pathologist. This will allow
community hospitals and clinics to have access to pools of highly
specialized pathologists anywhere in the world.
The advantages for learners are clear as well. Many medical students
never fully master the use of an optical microscope, and spend a lot of
time and energy struggling with the instrument, rather than focusing on
the imaging content. This system frees the student from the microscope,
and from the lab, and it gives all students access to the same set of
Microscope slides can be scanned now in the
Biomolecular Research Facility. Images within the UVA SOM are
displayed using a customized Aurora mScope server system
integrated with the UVA Multimedia Database.
Resources: Aperio , Aurora
Examples: University of Iowa’s Virtual Slidebox, UVa Multimedia database, Case Western’s Slide Box
Adobe Acrobat PDF (portable document format)
If you are interested in converting large quantities of documents
into electronic format Adobe's Acrobat PDF technology has a lot of
advantages. It remains the easiest and fastest way to convert word
processed and graphic files into a cross-platform, network deliverable
format. Acrobat's PDF format and Acrobat Reader technology are easy to
distribute on CD-ROM or via the Web, and the PDF format retains a
remarkable fidelity to the original document, including imported
figures, scanned images, Greek characters, and formulas.
The creation of PDF files requires the purchase of Adobe's Acrobat
or the use of our Faculty Toy Box, our Course Content Management
System that will automatically convert uploaded files to
PDF. Acrobat gives several options for creating PDF files for
multiple users on both PC's and Mac's, but creating a PDF files can be
as simple as printing a document. Mac OS X has the ability to
create PDF files built into the operating system. We have automated the
process of converting Word handouts to PDF handouts within the Faculty
Toy Box. You simply upload the file using your web browser and the
server converts your Word file to a PDF and links it to your course web
site. UVA has a volume licensing agreement with Adobe, which gives UVA
faculty Acrobat Professional for about $50 per copy.
Acrobat also allows you to add hyperlinks within and between
documents, embed audio or video files, and build truly interactive
documents. The text within PDF files is not readily editable however,
so updating hyperlinked PDF files can be laborious. There are several
other PDF viewer packages besides Acrobat, and you should be aware that
they usually do not support all the same features as Acrobat, but they
may have their own unique advantages. For example, Preview by Apple has
search capabilities that are dramatically faster than Acrobat's.
Biochem PDF Handouts,
Cell & Tissue Structure Handouts, IRS Tax
HTML - Hypertext Markup Language
HTML is the native language, or method of creating documents, for
the World Wide Web. It can handle formatted text, bitmap images, and
can call upon helper applications and plug-ins to extend its
capabilities to animation and digital video. Of all the options
discussed here, HTML produces the smallest file sizes which is optimal
for fast network transmission. But HTML many times cannot reproduce the
formatting of print documents exactly and currently does not support
formulas, making the conversion of many medical and scientific
HTML is the dominant format for Web distribution, but requires a
fair bit of technical expertise, software, and time to produce in large
quantities. The latest generation of HTML tools are much better though,
with Dreamweaver being the most popular (and supported) WYSIWYG HTML
editor . The big advantage of HTML is that any web browser can then
view your files without additional software. And even in you
choose to use Acrobat or animation plug-ins, some HTML will be required
to point to these types of files for Web distribution. So some
familiarity with HTML is helpful, at least for somebody on staff, for
it is the glue that holds everything else together on the Web. And if
your documents are not highly formatted and do not include formulas and
lots of Greek they may be pretty easy to convert. But be aware that
large scale conversions to HTML can be quite labor intensive.
Development Center, Microsoft Office,
Corel WordPerfect, Dreamweaver
Cell & Tissue Structure Multimedia Handout, Introduction to Radiology , Preceptor Development Program
Practice Questions/ On-line
Most medical students quiz themselves in preparation for an exam.
On-line practice questions are highly valued by our students, with many
of the basic science courses making them available, and questions can
include videos, figures, photographs, virtual microscopy, or
animations. Practice questions may also be embedded within a tutorial
or case presentation, or point to tutorials for further
We have developed several question presentation formats and even
have a format that emulates the computerized board exams. So, while
preparing for course exams, the students will also be overcoming
computer test phobia for the boards. Practice questions can have
photographs, diagrams, movies or sound files integrated into their
Practice questions can also be integrated into tutorials, making the
learning process more like carrying on a conversation with a faculty
mentor. This approach is used in several Pathology tutorials.
Most of our practice questions are now stored in a database within
the Faculty Toy Box and faculty can edit questions through an easy
to use web interface, with the changes taking effect immediately. The
same question database can also be used to produce on-line graded
exams. Many courses use these on-line tests as weekly quizzes to
encourage students to study well before the next big exam. The on-line
testing system also generates grade reports and test item analyses.
The question database and on-line testing system are components
within the Faculty Toy Box, which is available for use by any UVA
School of Medicine faculty member.
Resources: Faculty Toy
Examples: Microbiology Bacteriology Practice Questions,
Physiology Cardiovascular Practice Questions ,Autonomic System Pharmacology Practice Questions,
Pathology of the Cervix
Plug-ins are ways to extend the capability of web browsers so that
they can view a wider variety of file types. The capability of a
plug-in and a helper application may be the same, but a plug-in will
display a non-HTML document within the main window of the web browser.
With the proper plug-ins, a web browser can directly display QuickTime
or RealPlayer movies, PDF documents, animations, 3D molecules, and even
interactive Java applications or games. Plug-ins are usually
distributed for free by the software developers.
The plug-ins for RealPlayer, PowerPoint, QuickTime, and Acrobat have
already been discussed in some detail. Although there are hundreds of
plug-ins available today, the ones that stir up the most excitement
from educators are the Flash and Shockwave plug-ins from Adobe.
Adobe is the developer of some of the most commonly used multimedia
development tools, including Flash, and Director. While Shockwave is a
derivative of CD-ROM oriented technology, Flash was designed
specifically for animation and interactivity on the web. Flash is
easier to use and results in smaller files that Shockwave, and the
latest version is very versatile. Flash is frequently installed with
the newer versions of the browsers, with Adobe claiming that the Flash
Player is installed over over 98% of all computers. As a result, you
can assume with some confidence that practically anybody can view a
Flash file. Recently Flash has become a very popular format for
distributing compressed web video. We have been working with Dr. John
Voss to produce a health economics simulator in Flash for a couple of
Another exciting plug-in that you will be seeing frequently is
QuickTime Virtual Reality (QTVR), which delivers 3D imaging through web
browsers. QTVR is an extension of QuickTime technology that allows an
author to "stitch together" a series of still images to form a panorama
or a rotatable 3D object. A white glove over a QTVR movie allows you to
pan or tilt your perspective, or to spin around an object. This
technology is particularly exciting to anatomists and surgeons.
QTVR supports clickable hotspots, which let you use 3D objects and
panoramas as navigational structures. The Health Sciences Library
is photographing many of it's objects in the historical collection and
making them available at QTVR movies.
RealPlayer has become a very commonly used plug-in to play back
large, streamed audio and video files. QuickTime, Windows Media and
Flash are also another attractive streamed audio solutions. All four
allow listeners to begin listening to audio as large files are being
Internet Explorer , Adobe, Apple's QTVR, Real Audio
Examples: Clinical Health Economics System Simulator , Children's Medical Center Virtual Tour, Flash Gallery , Shockwave Gallery , Apple Learning Exchange, RealGuide
Clinical case problems can be presented several ways. Typically in a
classroom or small group session cases are presented in a fairly linear
fashion with pauses for discussion. This presentation format can easily
be converted to a digital format using any of the methods discussed
above. Case simulations are more complex and more challenging to the
learner. They involve creating a realistic patient encounter in which
the learner makes decisions about management of a case, and the learns
the result of that treatment plan as the simulation unfolds.
Case presentations can be delivered on the web, and even though they
may not give a realistic experience of patient management, they can
provide a learning experience that involves the learner much more than
a paper based case. Dr. Larry Gimple in cardiology has developed many
teaching cases and integrated them into his CME web site,
Cardiovillage. Dr. Steve Borowitz has created web versions of some of
his case presentations for use by medical students and residents. Dr.
Stephen Huff has developed several case simulations in neurological
emergencies suitable for resident training or CME. Both of these
authors manually built these cases, which offers a lot of flexibility,
but requires a lot of time. As a result we have developed CaseTool, a
component of the Faculty Toy Box, which automates the case
CaseTool allows authors to create interactive case presentations by
simply filling in fields in a web form and choosing what labs and
procedures to offer with some check boxes. We offer a workshop each
year on how to use CaseTool, but can also offer individual instruction.
Faculty generally find that they can have their first case roughed out
and up on the web within a couple of hours. UVa faculty have developed
more than 200 online case presentations for both training and
The Office of Medical Education has also developed new tools for the
development of more complex case presentations. These allow case
authors to work with a familiar tool, PowerPoint, to create complex
branching case logic to display cases in a variety of specialties.
After authoring the case in PowerPoint, we run the case through a Flash
converter which maintains all the hyperlink logic, but compresses the
file, making it suitable for web distribution.
Case simulations are a great way to make sure that your students are
trained in core diseases and conditions that they may not observe
during a short rotation. During the summer you could train on flu
management and during the winter on ragweed allergies. Case simulations
can provide either an educational experience, or act as an evaluation,
as all student responses are recorded and multiple choice questions are
graded automatically. Case simulations offer a new way to improve the
consistency of our teaching and learning experiences.
References:Stephen Huff, M.D.
Examples: CaseTool cases,
Emergency Medicine Cases, Cardiovillage
Blogs and Wikis
Blogs and Wikis do not necessarily contain multimedia, but they may,
and they are increasingly popular for medical educators. Blogs and
Wikis share a lot in common, mainly that they make it easy for
educators or learners to write web pages simply using a web browser.
Communities of learners can also collaborate to produce consensus
documents, or build large webs of documents around a common theme. Both
can be excellent tools to encourage reflective writing that is shared
within a group.
The School of Medicine has developed a Wiki tool that has a great
deal of control of who can read, write and comment upon pages. All of
our Wiki sites are password protected. The examples below are of
publicly available Wikis and Blogs on the Internet.
Examples: Wikipedia , Blogger , Wordpress
Web Conferencing is a way to share your live or recorded
presentation with other people viewing the presentation over the web.
The way it works is that the presenter installs software on the
computer being used for the presentation, and establishes an account
with a web conferencing service. The presenter sends a URL and login
information (provided by the web conferencing service) to the people
viewing the presentation. The presenter and participants all log in to
the web conferencing service, and the desktop of the presenter is
displayed via a web browser on all the participants'
Usually the audio part of the conference is handled via telephone
audio conferencing, though some services support the use of Skype or
other VOIP (voice over IP) methods.
Some systems allow the presentation to be recorded and posted to a
web site, protected by a login. Several also support online
whiteboards, text chat, and web cams to show the face of the
Many of the services are free if you need to connect with only a few
people, but charge a monthly fee if you need to connect to more people
simultaneously. Some services require the installation of plugins,
which can be problematic. Others rely upon the commonly installed Flash
plugin, or Java.
This is a very rapidly evolving field, with new vendors coming into
the market constantly, and pricing plans getting less expensive. WebEx
is probably the largest vendor in the market, but Adobe's ConnectNow
also has a large presence. Yugma is unique in that you can connect up
to 20 people for free. Each service has its own advantages and
disadvantages.There are discussings now at the University level to site
license one or more of these tools.
References: WebEx, Adobe ConnectNow, Yugma, Zoho Meeting, GoToMeeting
Sources for Free Educational Multimedia
We can recommend several resources for locating images, animations,
videos and other multimedia for teaching:
The UVa School of Medicine Multimedia
This database includes over 10,000 images, sounds, animations and
movies, all produced internally, that may be used by UVa faculty or
residents in any presentation.
This NIH and NSF supported project is a clearing house of educational
multimedia for medical educators. You may also submit your materials to
HEAL for peer review and publication.
The AAMC has established a project similar to HEAL, but it is focused
on primarily teaching cases and educational modules. You may also
submit your materials to the portal for peer review and
HS Library’s Licensed Databases
Our health sciences library licenses several databases of images which
may be used for presentation. The licenses that determine how you can
use these images will vary.
Java is a programming language developed by Sun that is similar in
some ways to C++ in syntax. Sun's goal for Java is to make applications
that can run inside a "Java aware" web browser across all platforms.
Java applications do not require that the user download any plug-in or
helper application, but can greatly extend the capabilities of a Web
browser. Java is interpreted by the web browser so, even though it is
similar in syntax to C++, it runs considerably slower, more like
applications written in Visual Basic.
understand than Java and is included directly within a Web page, but it
is slower than and more limited than Java, and it also suffers from
compatibility problems with different versions of browsers. Even so,
used for things like button roll-over effects and form verification,
though it can be used in many other ways as well. Many web design
commonly used functions like these, so it is quite easy to add useful
Java is expanding what is possible to do over the web, but most of
what Java has promised is still over the horizon, and if Microsoft has
its way, will remain that way. Most Java applications currently in use
are server side applets, meaning that they execute entirely on the web
server and output HTML as their result. That avoids compatibility
problems found with client-side applets, and improves performance over
other competing technologies in many situations. Using Java on the
server can be called Java Server Pages,or JSP. Today Java is mostly a
tool for professional programmers requiring special training and a high
investment of time.
Pulling it all together
To make life easier for faculty developing educational web sites,
Medical Education has created an integrated set of tools called the
Faculty Toy Box. Within the Toy Box you can: write questions that can
be used in practice quizzes or on-line tests, create on-line case
simulations, write descriptions for multimedia files (movies, sounds or
pictures) that you have submitted, build course modules that display
pictures and text, and create course and faculty evaluations.
This integrated system has been in use for several years, and is
constantly undergoing improvements and enhancements. The tools and
capabilities in the Faculty Toy Box include:
- Automated conversion and linking of Word and PowerPoint files
- Case simulations creation
- Practice quiz creation
- Graded tests
- Study images, movies, sounds and animations with descriptions and
multiple levels of magnification
- Teaching modules
- Linking to related web sites
- Patient logging
- Grade distribution and graphing
- Course, student, and faculty evaluation
Accounts are required to use the Faculty Toy Box and an account
request form is available from the login page. For training on how to
use the system contact John Jackson at email@example.com.
In some situations faculty may find two other content management
systems to be useful. If you are developing training materials for
residents or fellows, the NetLearning system offers the advantage of
tracking all learning activities and offering complete activity
reports. Some clerkships have found the content management system
offered by the Web Development Center to be the best fit for sites that
don't constantly change or have complex training applications. In any
case, we'll work with you to fit your project to the best available
References: Faculty Toy
snapshot of the Faculty Toy Box, Cell
& Tissue Structure
The first question to ask when considering multimedia is, "What
capabilities will the multimedia format add that we currently do not
have?" Providing access to teaching slides can be a unique and valuable
resource not easily duplicated in other ways. Case simulations can be a
great small group teaching tool, or good independent learning exercise.
Practice quizzes are good ways for students to check their knowledge.
On-line graded quizzes offer automated scoring and reports. The
multimedia database offers thousands of images, movies and sounds that
can be used on your web site, or within your PowerPoint presentations.
It is up to you to determine what would most benefit your
The Office of Medical Education will support faculty efforts to
produce educational multimedia for any UME training program or course.
This includes designing an effective educational product that meets
your needs, building animations, digitizing and editing video and
putting the whole package together. The ACHS facility and the Health
Sciences library also offer all the equipment needed for digitizing
radiographs, slides, microscope slides and video. We offer a workshop
in the spring on authoring cases, but we also work with faculty
one-on-one on projects at any time.
Education, Loyola University
Medical Education Network, Course
materials from many other medical schools