DAMIS, choose how to learn


  • Ivan Silva Sanhueza
  • Matias Jerez Ramirez
  • Jose Castro Garces
  • Nadia Escobar Salinas


7AA eLearning: Games, resources and platforms


Universidad de Chile -Facultad de Medicina - Santiago - Chile


DAMIS is born from the idea of creating a tool that integrates different concepts and disciplines, using technological resources, presenting knowledge in a didactic way through a clinical case, and flexibly organized in different categories, allowing the student to define his/her own way to follow: a Swiss knife of self-learning

Summary of Work



1.      To Generate a flexible and self-directed learning platform

2.      To Make use of different learning resources: audiovisual, experiential, memory

3.      To Link multiple disciplines from the medical career through an integrating and dynamic network,

4.      To Innovate in the creation of academic material using a for students, by students” strategy


Working method



1.      Creation of contents according to dimensions: Literature search, summary and writing of the material

2.      Assembly: material storing at the platform, font adjusting, aesthetics and blank spaces

3.      Connections: Links between dimensions through key words, symbols and references

4.      Review: Group review and correction of written content, check proper work of audiovisual material and links between dimensions

5.      Test: prototype evaluation

a.      Finish the product

b.      New review and correction of the material

6.      Proposal of a new topic to work on

Finish the product

New review and correction of the material

7.      Proposal of a new topic to work


Summary of Results

1.      Generate a DAMI’s working organization

2.      Elaborate three prototypes currently online: Pain, Condensation Syndrome Lower Obstructive Uropathy

3.      Obtain University grants for funding

4.      Good reception by medical teachers: favorable feedback from the School of Medicine and from clinical tutors



  1. Current technologies have a great usable potential to  innovate in medical teaching
  2. Self-learning tools can be useful in formal curriculum, allowing the student to organize his/her own way to learn according to his/her own needs.
  3. Working with a strategy “for students, by students” allows to get direct feedback about  the material’s clearness and usefulness
  4. It is necessary to replicate this experience in a larger scale to check if the results are the same, and which factors can contribute to make a difference between populations
  5. It is necessary to get our own platform, in order to have no limits delivering the material
  6. It is necessary to integrate concretely the different topics in medical knowledge in order to facilitate the application of theory in practice 
Take-home Messages

Creation of teaching material by multi-generational student teams and medical teachers would be a positive factor for contents learning and reaching consensus in different perspectives of medicine.

Summary of Work
Summary of Results
Take-home Messages
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