Office of Interactive E-Learning

- Funded Awards Program Overview
- Program Details
  Learn about the program, timeline and how you can participate.
- Faculty Benefits
  Adding interactivity to courses is easier than you think when faculty partner with students.
- Student Benefits
  Students can leave their mark on health science education by changing the way future students learn.
- Participants
  Faculty directors and student developers come from all colleges and campuses.
- Showcase
  The Innovators in Education Showcase highlights our most recent faculty and student developers and lets attendees see live demonstrations of the projects.
- Development Resources
  Discover the resources and services available to program participants.
- uBEATS Overview
- Benefits for Teachers
  uBEATS makes a teacher’s job easier by giving a simple, easy way to offer advanced content.
- Why uBEATS Was Created
  uBEATS helps students develop the knowledge needed for an incredible future in health care.
- Module Topics
  View the complete list of cancer, genetics, pathology and microbiology, pharmacology and career modules for each grade.
- Example Modules
  Watch completed modules to see examples of the information and interactions used to keep students engaged.
- Contact the uBEATS Team
  There are multiple ways to get in touch with our team of experts.
- Sign Up for uBEATS
  Simply fill out the registration form to begin using uBEATS in your class.
- Resource Center Overview
- E-Learning Lab & Equipment Checkout
  We offer free resources and equipment to help developers create their projects.
- Consultations
  Our instructional design and technology experts provide guidance every step of the way.
- Checklists & Forms
  Make sure you don’t miss any important elements that go into an e-learning project.
- Software
  Discover the right development or multimedia software for your project.
- Images, Music & Videos
  A list of recommended sites for royalty-free graphics and audio.
- Promotion & Tenure
  Discover how to repurpose your e-learning experience beyond just enhancing the curriculum.
- EZStudio Overview
- Recording Setups
  There are two main recording setups, presentation and green screen.
- Green Screen
  Use the green screen, along with Zoom, when you need a virtual background in your video.
- Virtual Background Options
  Use one of our UNMC-specific backgrounds when working with the green screen.
- Clothing Tips for Recording
  See the dos and don'ts for what to wear when recording in the studio.
E-Gallery

E-Gallery

How to Use Various Diabetes Essentials

This module is designed to be a resource for students to study common diabetes drug classes to successfully manage patients during rotations, educate patients, and prepare for exams.

Apr 8, 2021

Diabetes Medication Therapy

This module was designed to be a resources for students to study common diabetes drug classes to successfully manage patients during rotations, educate patients, and prepare for exams.

Apr 8, 2021

Radiation Detection & Measurement

This module presents four types of radiation detectors used in radiation oncology. It is intended to help radiation therapists, medical physicists and radiation oncologists understand how these detectors “see” radiation, the pros and cons of each type, and how they are used in a clinical setting.

Apr 8, 2021

Administration & Public Health

Respirators and Their Use in Agriculture

This module addresses the importance of using respirators in workplaces with respiratory hazards, with an emphasis on agriculture. It improves understanding of types of respirators as well as proper maintenance and storage.

Apr 8, 2021

Patient Assessment

Neonatal Resuscitation

With this e-module, the learner will review the steps of neonatal resuscitation to provide basic knowledge or a refresher to prepare for attending deliveries.

Apr 8, 2021

Diagnostics, Patient Assessment, Treatment

Differential Diagnosis: Low Back Pain vs. Hip Pain

This hip vs. low back differential diagnosis module begins by creating a hypothesis list based on information from the patient’s intake form. The hypothesis list is then revised twice more as new information from the exam is collected. Feedback from an expert clinician is provided to allow the learner to self-evaluate differences in clinical reasoning.

Mar 24, 2021