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Elliott MA, McGroarty A, Robertson DJ. Using a volitional help sheet to increase university students' attendance at synchronous online lectures: A randomized controlled trial. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:328-345. [PMID: 38016670 DOI: 10.1111/bjep.12647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Revised: 10/10/2023] [Accepted: 11/17/2023] [Indexed: 11/30/2023]
Abstract
BACKGROUND A volitional help sheet (VHS) is an intervention for promoting implementation intentions. This study was the first to test the effectiveness of a VHS for increasing university students' lecture attendance. AIMS To develop a VHS to increase university students' lecture attendance and test its effectiveness at increasing the proportion of lectures attended, and promoting the maintenance of lecture attendance, over an 11-week teaching semester. SAMPLE AND METHOD One hundred and seventy-eight undergraduate students enrolled in a psychology degree programme were allocated at random to a VHS or active control condition. Prior to intervention, measures of goal intention to attend lectures and trait conscientiousness were collected using self-report, online questionnaires. Over the following 11-week teaching semester, attendance at synchronous (live) online lectures was measured. RESULTS The VHS condition attended a greater proportion of lectures and maintained their lecture attendance for longer than did the active control condition. These effects were not sensitive to underlying goal intentions, although the sample means on the measures of goal intention were approaching ceiling. Trait conscientiousness increased the effects of the VHS on the proportion of lectures attended. CONCLUSIONS VHSs constitute useful interventions for increasing and maintaining university students' lecture attendance.
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Affiliation(s)
- Mark A Elliott
- Department of Psychological Sciences and Health, University of Strathclyde, Glasgow, UK
| | - Allan McGroarty
- Department of Psychological Sciences and Health, University of Strathclyde, Glasgow, UK
| | - David J Robertson
- Department of Psychological Sciences and Health, University of Strathclyde, Glasgow, UK
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Chen LYC, Quach TTT, Dayan R, Giustini D, Teunissen PW. Academic half days, noon conferences and classroom-based education in postgraduate medical education: a scoping review. CMAJ Open 2023; 11:E411-E425. [PMID: 37160324 PMCID: PMC10174266 DOI: 10.9778/cmajo.20210203] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/11/2023] Open
Abstract
BACKGROUND Classroom-based education (CBE) is ubiquitous in postgraduate medical education (PGME), but to date no studies have synthesized the literature on the topic. We conducted a scoping review focusing on academic half days and noon conferences. METHODS We searched 4 databases (MEDLINE [OVID], Embase [OVID], ERIC [EBSCO] and Web of Science) from inception to December 2021, performed reference and citation harvesting, and applied predetermined inclusion and exclusion criteria to our screening. We used 2 frameworks for the analysis: "experiences, trajectories and reifications" and "description, justification and clarification." RESULTS We included 90 studies, of which 55 focused on resident experiences, 29 on trajectories and 6 on reification. We classified 44 studies as "description," 38 as "justification" and 8 as "clarification." In the description studies, 12 compared academic half days with noon conferences, 23 described specific teaching topics, and 9 focused on resources needed for CBE. Justification studies examined the effects of CBE on outcomes, such as examination scores (17) and use of teaching strategies in team-based learning, principles of adult learning and e-learning (15). Of the 8 clarification studies, topics included the role of CBE in PGME, stakeholder perspectives and transfer of knowledge between classroom and workplace. INTERPRETATION Much of the existing literature is either a description of various aspects of CBE or justification of particular teaching strategies. Few studies exist on how and why CBE works; future studies should aim to clarify how CBE facilitates resident learning within the sociocultural framework of PGME.
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Affiliation(s)
- Luke Y C Chen
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
| | - Tien T T Quach
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
| | - Riki Dayan
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
| | - Dean Giustini
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
| | - Pim W Teunissen
- Centre for Health Education Scholarship (Chen, Quach); Division of Hematology (Chen); Department of Obstetrics and Gynaecology (Dayan); Biomedical Branch Library (Giustini), University of British Columbia, Vancouver, BC; School of Health Professions Education, Faculty of Health Medicine and Life Sciences (Teunissen), Maastricht University; Department of Obstetrics and Gynecology (Teunissen), Maastricht University Medical Centre, Maastricht, Netherlands
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Grad R, Leger D, Kaczorowski J, Schuster T, Adler S, Aman M, Archibald D, Beaulieu MC, Chmelicek J, Cornelissen E, Delleman B, Hadj-Mimoune S, Horvey S, Macaluso S, Mintsioulis S, Murdoch S, Ng B, Papineau A, Rangwala S, Rousseau M, Rudkin T, Schabort I, Schultz K, Snow P, Wong E, Wu P, Brailovsky C. Does spaced education improve clinical knowledge among Family Medicine residents? A cluster randomized controlled trial. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:771-783. [PMID: 33389233 PMCID: PMC8338813 DOI: 10.1007/s10459-020-10020-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Accepted: 12/14/2020] [Indexed: 06/12/2023]
Abstract
UNLABELLED Spaced education is a learning strategy to improve knowledge acquisition and retention. To date, no robust evidence exists to support the utility of spaced education in the Family Medicine residency. We aimed to test whether alerts to encourage spaced education can improve clinical knowledge as measured by scores on the Canadian Family Medicine certification examination. METHOD We conducted a cluster randomized controlled trial to empirically and pragmatically test spaced education using two versions of the Family Medicine Study Guide mobile app. 12 residency training programs in Canada agreed to participate. At six intervention sites, we consented 335 of the 654 (51%) eligible residents. Residents in the intervention group were sent alerts through the app to encourage the answering of questions linked to clinical cases. At six control sites, 299 of 586 (51%) residents consented. Residents in the control group received the same app but with no alerts. Incidence rates of case completion between trial arms were compared using repeated measures analysis. We linked residents in both trial arms to their knowledge scores on the certification examination of the College of Family Physicians of Canada. RESULTS Over 67 weeks, there was no statistically significant difference in the completion of clinical cases by participants. The difference in mean exam scores and the associated confidence interval did not exceed the pre-defined limit of 4 percentage points. CONCLUSION Further research is recommended before deploying spaced educational interventions in the Family Medicine residency to improve knowledge.
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Affiliation(s)
- Roland Grad
- Herzl Family Practice Centre, McGill University, 3755 Cote Ste Catherine Road, Montreal, H3T 1E2, Canada.
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Brian Ng
- University of British Columbia, Vancouver, Canada
| | | | | | | | - Teresa Rudkin
- Family Medicine, McGill University, Montreal, Canada
| | | | | | - Pamela Snow
- Memorial University of Newfoundland, St. John's, Canada
| | | | - Pearson Wu
- Herzl Family Practice Centre, McGill University, 3755 Cote Ste Catherine Road, Montreal, H3T 1E2, Canada
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Gupta S, Ojeh N, Sa B, Majumder MAA, Singh K, Adams OP. Use of an Adaptive e-Learning Platform as a Formative Assessment Tool in the Cardiovascular System Course Component of an MBBS Programme. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:989-996. [PMID: 33363427 PMCID: PMC7752734 DOI: 10.2147/amep.s267834] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2020] [Accepted: 10/18/2020] [Indexed: 05/31/2023]
Abstract
BACKGROUND Technology-enhanced learning includes the adaptive e-learning platform, a data-driven method with computer algorithms, providing customised learning enhancing critical thinking of individual learners. "Firecracker" - an online adaptive e-learning platform, and assessment software, promotes critical thinking, helps prepare students for courses and high-stakes examinations, and evaluates progress relative to co-learners. The objectives of this study were to determine the usage rates of Firecracker, examine the performance of Firecracker formative quizzes, identify the correlation between Firecracker use and performance with that of performance at summative course assessments, and assess students' satisfaction with Firecracker usage. METHODS Study participants were Year-2 MBBS (Bachelor of Medicine, Bachelor of Surgery) students (n=91) of the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados. The Firecracker Administrator uploaded quizzes covering basic science content in the Cardiovascular System course. Access, usage, and performance on Firecracker formative quizzes were retrieved from the Firecracker dashboard. A questionnaire sought the views of study participants. RESULTS Seven sets of quizzes were administered over nine weeks, with weekly student completion rates ranging from 53% to 73%. Mean quiz scores ranged from 52% to 72%. Students completing >4 quiz sessions compared to those completing ≤4 demonstrated significantly better performance in Firecracker quizzes (P<0.01), final examinations (P<0.01) and in-course assessment plus final examination (P<0.05) scores. Correlations between overall Firecracker performance and in-course assessment marks (P<0.05); between total overall Firecracker performance and final examination (P<0.01); and overall Firecracker performance and total course marks (P<0.01) were all significant. Most students (70%) were happy using Firecracker and felt it complemented coursework (78%) and prepared them for course exams (58%) (P<0.01). CONCLUSION Overall, Firecracker was perceived very positively and welcomed by the students. Students were satisfied with the Firecracker as a formative assessment tool, and its use correlated with improved performance in the course examinations.
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Affiliation(s)
- Subir Gupta
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados
| | - Nkemcho Ojeh
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados
| | - Bidyadhar Sa
- Centre for Medical Sciences Education, Faculty of Medical Sciences, The University of the West Indies, St. Augustine Campus, St Augustine, Trinidad and Tobago
| | - Md Anwarul Azim Majumder
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados
| | - Keerti Singh
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados
| | - Oswald Peter Adams
- Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Bridgetown, Barbados
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Hirsch AW, Nagler J. Spaced Education Through e-Learning for Ongoing Professional Development. AEM EDUCATION AND TRAINING 2020; 4:423-427. [PMID: 33150287 PMCID: PMC7592820 DOI: 10.1002/aet2.10446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Revised: 02/24/2020] [Accepted: 03/18/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The practice of emergency medicine has become increasingly complex. Constant advances in clinical practice, innovative technologies, patient safety and quality initiatives, and local and national policy changes continue to add to the cognitive load on providers. New and innovative professional development approaches are needed to help providers remain current despite busy and disparate clinician schedules. METHODS We used a Web-based, spaced education platform, to distribute questions to faculty and fellows within the Division of Emergency Medicine. Included content was prioritized within four subject areas: clinical practice, quality improvement, division and institution policies, and educational efforts. All questions were scenario-based (clinical or administrative), with multiple-choice responses. The platform provided real-time feedback on correct response, with explanations including integrated learning materials. Invited faculty developed the questions internally using standardized resources followed by peer review. Questions were delivered weekly. Metrics regarding engagement and performance were followed, including an anonymized leaderboard. Participants were also surveyed regarding perceptions of individual questions and the overall initiative. RESULTS Every faculty member (n = 55) and fellow (n = 18) engaged in the program at some point. Ninety-two percent of participants completed all the questions. The overall correct response rate on first attempt was 65%. For the three most challenging questions, first attempt responses were correct 41% of the time, which increased to 90% on repeat testing. Qualitative analysis of survey comments revealed the following themes: enjoying the e-learning approach, the appreciation for the relevance of the content, and the value and quality of the explanations with integrated educational materials. CONCLUSIONS We outline the use of a Web-based, spaced education curriculum for ongoing professional development in a large emergency medicine division. This initiative effectively engaged faculty members and trainees and was perceived to be of high value. The intervention successfully utilized the principles of spaced learning, test-enhanced learning, and gaming theory within a flexible and innovative professional development curriculum.
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Affiliation(s)
- Alexander W. Hirsch
- Division of Emergency MedicineBoston Children’s Hospital and Harvard Medical SchoolBostonMA
| | - Joshua Nagler
- Division of Emergency MedicineBoston Children’s Hospital and Harvard Medical SchoolBostonMA
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Rustici MJ, Wang VJ, Dorney KE, Nagler J, Jamil Madati P, Ziegler P, Roosevelt G. Application of Frequent, Spaced Multiple-choice Questions as an Educational Tool in the Pediatric Emergency Department. AEM EDUCATION AND TRAINING 2020; 4:85-93. [PMID: 32313854 PMCID: PMC7163206 DOI: 10.1002/aet2.10366] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 05/20/2019] [Accepted: 05/29/2019] [Indexed: 06/11/2023]
Abstract
OBJECTIVES The objective was to assess the feasibility of using spaced multiple-choice questions (MCQs) to teach residents during their pediatric emergency department (PED) rotation and determine whether this teaching improves knowledge retention about pediatric rashes. METHODS Residents rotating in the PED from four sites were randomized to four groups: pretest and intervention, pretest and no intervention, no pretest and intervention, and no pretest and no intervention. Residents in intervention groups were automatically e-mailed quizlets with two MCQs every other day over 4 weeks (20 questions total) via an automated e-mail service with answers e-mailed 2 days later. Retention of knowledge was assessed 70 days after enrollment with a posttest of 20 unique, content-matched questions. RESULTS Between August 2015 and November 2016, a total 234 residents were enrolled. The completion rate of individual quizlets ranged from 93% on the first and 76% on the 10th quizlet. Sixty-six residents (55%) completed all 10 quizlets. One-hundred seventy-three residents (74%) completed the posttest. There was no difference in posttest scores between residents who received a pretest (61.0% ± 14.5%) and those who did not (64.6% ± 14.0%; mean difference = -3.7, 95% confidence interval [CI] = -8.0 to 0. 6) nor between residents who received the intervention (64.5% ± 13.3%) and those who did not receive the intervention (61.2% ± 15.2%; mean difference = 3.2, 95% CI = -1.1 to 7.5). For those who received a pretest, scores improved from the pretest to the posttest (46.4% vs. 60.1%, respectively; 95% CI = 9.7 to 19.5). CONCLUSION Providing spaced MCQs every other day to residents rotating through the PED is a feasible teaching tool with a high participation rate. There was no difference in posttest scores regardless of pretest or intervention. Repeated exposure to the same MCQs and an increase in the number of questions sent to residents may increase the impact of this educational strategy.
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Affiliation(s)
| | - Vincent J. Wang
- Department of Emergency MedicineUT Southwestern Medical CenterDallasTX
| | - Kate E. Dorney
- Department of Emergency MedicineBoston Children's HospitalBostonMA
| | - Joshua Nagler
- Department of Emergency MedicineBoston Children's HospitalBostonMA
| | - P. Jamil Madati
- Department of Emergency MedicineChildren's National Medical CenterWashingtonDC
| | | | - Genie Roosevelt
- Department of PediatricsDenver Health Medical CenterDenverCO
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Turner AL, Olmsted M, Smith AC, Dounoucos V, Bradford A, Althouse L, Leslie LK. Pediatrician Perspectives on Learning and Practice Change in the MOCA-Peds 2017 Pilot. Pediatrics 2019; 144:peds.2019-2305. [PMID: 31690712 DOI: 10.1542/peds.2019-2305] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/11/2019] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND AND OBJECTIVES This article is the second of a 2-part series examining results regarding self-reported learning and practice change from the American Board of Pediatrics 2017 pilot of an alternative to the proctored, continuing certification examination, termed the Maintenance of Certification Assessment for Pediatrics (MOCA-Peds). Because of its design, MOCA-Peds has several learning advantages compared with the proctored examination. METHODS Quantitative and qualitative analyses with 5081 eligible pediatricians who registered to participate in the 2017 pilot; 81.4% (n = 4016) completed a quarter 4 survey and/or the end-of-year survey (January 2018) and compose the analytic sample. RESULTS Nearly all (97.6%) participating pediatricians said they had learned, refreshed, or enhanced their medical knowledge, and of those, 62.0% had made a practice change related to pilot participation. Differences were noted on the basis of subspecialty status, with 68.9% of general pediatricians having made a practice change compared with 41.4% of subspecialists. Within the 1456 open-ended responses about participants' most significant practice change, responses ranged widely, including both medical care content (eg, "care for corneal abrasions altered," "better inform patients about. . .flu vaccine") and nonspecific content (eg, providing better patient education, using evidence-based medicine, increased use of resources in regular practice). CONCLUSIONS As a proctored examination alternative, MOCA-Peds positively influenced self-reported learning and practice change. In future evaluation of MOCA-Peds and other medical longitudinal assessments, researchers should study ways to further encourage learning and practice change and sustainability.
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Affiliation(s)
- Adam L Turner
- The American Board of Pediatrics, Chapel Hill, North Carolina;
| | - Murrey Olmsted
- RTI International, Durham, North Carolina.,Gillings School of Public Health, University of North Carolina, Chapel Hill, Chapel Hill, North Carolina; and
| | - Amanda C Smith
- RTI International, Durham, North Carolina.,Gillings School of Public Health, University of North Carolina, Chapel Hill, Chapel Hill, North Carolina; and
| | - Victoria Dounoucos
- RTI International, Durham, North Carolina.,Gillings School of Public Health, University of North Carolina, Chapel Hill, Chapel Hill, North Carolina; and
| | - Andrew Bradford
- The American Board of Pediatrics, Chapel Hill, North Carolina.,Gillings School of Public Health, University of North Carolina, Chapel Hill, Chapel Hill, North Carolina; and
| | - Linda Althouse
- The American Board of Pediatrics, Chapel Hill, North Carolina
| | - Laurel K Leslie
- The American Board of Pediatrics, Chapel Hill, North Carolina.,Institute for Clinical Research and Health Policy Studies, Tufts University School of Medicine, Tufts University, Boston, Massachusetts
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