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Niekrenz L, Spreckelsen C. How to design effective educational videos for teaching evidence-based medicine to undergraduate learners - systematic review with complementing qualitative research to develop a practicable guide. MEDICAL EDUCATION ONLINE 2024; 29:2339569. [PMID: 38615337 PMCID: PMC11017999 DOI: 10.1080/10872981.2024.2339569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Accepted: 04/03/2024] [Indexed: 04/16/2024]
Abstract
BACKGROUND eLearning can be an effective tool to achieve learning objectives. It facilitates asynchronous distance learning, increasing flexibility for learners and instructors. In this context, the high educational value of videos provides an invaluable primary component for longitudinal digital curricula, especially for maintaining knowledge on otherwise rarely taught subjects. Although literature concerning eLearning evaluation exists, research comprehensively describing how to design effective educational videos is lacking. In particular, studies on the requirements and design goals of educational videos need to be complemented by qualitative research using grounded theory methodology. METHODS Due to the paucity of randomized controlled trials in this area, there is an urgent need to generate recommendations based on a broader fundament than a literature search alone. Thus, the authors have employed grounded theory as a guiding framework, augmented by Mayring's qualitative content analysis and commonly used standards. An adaptive approach was conducted based on a literature search and qualitative semi-structured interviews. Drawing on these results, the authors elaborated a guide for creating effective educational videos. RESULTS The authors identified 40 effective or presumedly effective factors fostering the success of video-based eLearning in teaching evidence-based medicine, providing a ready-to-use checklist. The information collected via the interviews supported and enriched much of the advice found in the literature. DISCUSSION To the authors' knowledge, this type of comprehensive guide for video-based eLearning needs has not previously been published. The interviews considerably contributed to the results. Due to the grounded theory-based approach, in particular, consensus was achieved without the presence of a formal expert panel. Although the guide was created with a focus on teaching evidence-based medicine, due to the general study selection process and research approach, the recommendations are applicable to a wide range of subjects in medical education where the teaching aim is to impart conceptual knowledge.
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Affiliation(s)
- Lukas Niekrenz
- Institute of Medical Informatics, University Hospital Aachen, RWTH Aachen University, Aachen, Germany
| | - Cord Spreckelsen
- Institute of Medical Statistics, Computer and Data Sciences, Jena University Hospital, Friedrich Schiller University Jena, Jena, Germany
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Komasawa N, Takitani K, Lee SW, Terasaki F, Nakano T. Survey on digital dependency, writing by hand, and group learning as learning styles among Japanese medical students: Assessing correlations between various accomplishments. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:204. [PMID: 37546007 PMCID: PMC10402773 DOI: 10.4103/jehp.jehp_912_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Accepted: 01/10/2023] [Indexed: 08/08/2023]
Abstract
BACKGROUND Although digital learning devices have become increasingly more common in medical education settings, it remains unclear how they influence medical student learning styles and various outcome measures. This study aimed to assess student learning styles, specifically as they relate to digital dependency, writing habits, and group learning practices among current medical students. MATERIALS AND METHODS This questionnaire study was approved by the Research Ethics Committee of Osaka Medical and Pharmaceutical University. We conducted a questionnaire survey of 109 medical students who were 5th year students during the 2021 school year. Medical students were asked about their level of digital dependency, writing by hand, and group learning practices. We also analyzed the correlation between student learning styles and their respective outcomes on several summative evaluations. RESULTS Of the 109 students targeted, we received responses from 62 (response rate, 56.8%). Among the respondents, digital dependency was 83.4 ± 18.6%, while hand writing ratio 39.8 ± 29.9% and group learning ratio 33.5 ± 30.5%. We also assessed correlations between these learning styles and scores on the CBT, OSCE, CC, and CC Integrative Test. Only writing by hand showed a small positive correlation with CC Integrative Test scores. CONCLUSION Our questionnaire survey assessed the rates of digital dependency, writing by hand, and group learning practices, and analyzed the correlations between these learning styles and respective outcomes. Current medical students exhibited high digital dependency which was not correlated with performance outcomes.
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Affiliation(s)
- Nobuyasu Komasawa
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
| | - Kimitaka Takitani
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
| | - Sang-Woong Lee
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
| | - Fumio Terasaki
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
| | - Takashi Nakano
- Medical Education Center, Faculty of Medicine, Osaka Medical and Pharmaceutical University, Osaka, Japan
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Elnaga HHA, Ahmed MB, Fathi MS, Eissa S. Virtual versus paper-based PBL in a pulmonology course for medical undergraduates. BMC MEDICAL EDUCATION 2023; 23:433. [PMID: 37312103 DOI: 10.1186/s12909-023-04421-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Accepted: 06/01/2023] [Indexed: 06/15/2023]
Abstract
BACKGROUND Problem-based learning (PBL) remains a valid and effective tool for small-group medical education. Using Virtual patients (VP) case simulation in PBL is a recognizable educational method that has successfully prepared students to focus learning on core information that uses realistic patient-based cases relating to everyday clinical scenarios. Using other modalities as the virtual patient in PBL instead of the paper-based methods remains debatable. This study aimed to evaluate the effectiveness of using VP case simulation mannequin in PBL versus the PBL in paper-based cases in improving the cognitive skills by comparing the grades of a multiple-choice question test and assess its ability to reach students' satisfaction using questionnaire with Likert survey instrument. METHODS The study was conducted on 459 fourth-year medical students studying in the pulmonology module of the internal medicine course, Faculty of Medicine, October 6 University. All students were divided into 16 PBL classes and randomly divided into groups A and B by simple manual randomization. The groups were parallel with a controlled cross-over study between paper-based and virtual patient PBL. RESULTS The pre-test showed no significant difference between both, while post-test scores were significantly higher in both VP PBL cases 1 discussing COPD (6.25 ± 0.875) and case 2 discussing pneumonia (6.56 ± 1.396) compared to paper-based PBL (5.29 ± 1.166, 5.57 ± SD1.388, respectively) at p < 0.1 When students in Group A experienced PBL using VP in case 2 after paper-based PBL in case 1, their post-test score improved significantly. (from 5.26 to 6.56, p < .01). Meanwhile, there was a significant regression in the post-test score of the students in Group B when they experienced the paper-based PBL session in case 2 after using PBL using VP in case 1, (from 6.26 to 5.57, p < .01). Most of the students recommended using VP in PBL as they found VP was more engaging and inducing concentration in gathering the information needed to characterize the patient's problem than in a classroom- paper-based cases session. They also enjoyed the teaching of the instructor and found it a suitable learning style for them. CONCLUSION Implementing virtual patients in PBL increased knowledge acquisition and understanding in medical students and was more motivating for students than paper based PBL to gather the needed information.
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Affiliation(s)
- Heba H Abo Elnaga
- Department of Pulmonary, Faculty of Medicine, October 6 University, 28C, Opera City Compound, Sheikh Zayed Giza, Egypt.
| | - Manal Basyouni Ahmed
- Department of Medical Biochemistry and Molecular Biology, Faculty of Medicine, Ain Shams University, Cairo, Egypt
- Medical Education Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Marwa Saad Fathi
- Medical Education Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
- Department of Medical Microbiology and Immunology, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Sanaa Eissa
- Department of Medical Biochemistry and Molecular Biology, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
- Medical Education Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt.
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Kim A. Using Concept Videos to Teach Predoctoral Dental Students About Intraoral and Extraoral Photography. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2020; 16:11055. [PMID: 33409355 PMCID: PMC7780737 DOI: 10.15766/mep_2374-8265.11055] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2020] [Accepted: 08/31/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Clinical photography in dentistry has become a vital part of dental education and clinical practice. Dental students seek demonstrations that help them visualize and understand new concepts and clinical procedures. Few multimedia resources are available that provide instruction regarding clinical photography for dental students. The concept videos serve as adjunctive teaching tools for predoctoral dental students in taking clinical photographs. METHODS I created the three concept videos on intraoral and extraoral photography by recording narrated PowerPoint slideshows. After sessions on basic photography concepts and digital camera operation, I used concept videos to show how to take comprehensive quality dental photographs in a step-by-step manner and to demonstrate positions of an operator and a patient. I collected feedback using an electronic survey sent to all 33 third-year dental students who participated. RESULTS Eleven students completed the survey; all students responded favorably to this method of instruction. Individual comments were also positive on helpfulness, conciseness, and applicability. DISCUSSION These concept videos were shown to be a helpful resource for dental students in enhancing their knowledge and skills in obtaining dental photographs. Multimedia resources that helped provide students with practical tips and suggestions could supplement clinical chair-side teaching with faculty and further advance their knowledge and skills. Future studies could include more interactive platforms for better student utilization of the resource, and also compare students' performance before and after watching the videos.
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Affiliation(s)
- Aram Kim
- Instructor, Department of Restorative Dentistry and Biomaterials Sciences, Harvard School of Dental Medicine; Senior Tutor, Office of Dental Education
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Fleit HB, Lu WH, Olvet DM, Chandran L. Medical students' perception of behaviors in the clinical learning environment evolve with increasing clinical exposure as measured with situational video vignettes. MEDICAL TEACHER 2020; 42:822-827. [PMID: 32401093 DOI: 10.1080/0142159x.2020.1759790] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
This cross-sectional study involved matriculating, mid-level and graduating medical students (n = 723) who participated in specific transition courses in our medical school curriculum between August 2016 and March 2019. We used a mixed-methods approach (survey and analysis of narrative comments) to study the evolution in perception of the learning environment by medical students with increasing clinical exposure using four different video vignettes. Differences in student perceptions of mistreatment exists at various levels of training. Compared to graduating students, matriculating students were more likely to perceive reprimanding a student on being late as appropriate behavior (80.5% vs 53.3%, p = 0.001), whereas a significantly higher proportion of the graduating students (15.3%, p = 0.001) perceived it as mistreatment. A majority of the matriculating students (84%, p = 0.001) considered the case of an eager student as mistreatment, while a significantly higher proportion of the graduating students (59.5%, p = 0.001) did not think it was mistreatment. Qualitative analysis of comments from students at different stages of training displayed an increased appreciation of their professional responsibilities and nuanced appreciation of body language and tone as contributing factors in determining whether a situation represented inappropriate behavior. Our results demonstrate that students' perceptions of inappropriate behaviors evolve with increased clinical exposure.
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Affiliation(s)
- Howard B Fleit
- Renaissance School of Medicine at Stony, Brook University, Stony Brook, NY, USA
| | - Wei-Hsin Lu
- Renaissance School of Medicine at Stony, Brook University, Stony Brook, NY, USA
| | - Doreen M Olvet
- Renaissance School of Medicine at Stony, Brook University, Stony Brook, NY, USA
| | - Latha Chandran
- Renaissance School of Medicine at Stony, Brook University, Stony Brook, NY, USA
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Nunohara K, Imafuku R, Saiki T, Bridges SM, Kawakami C, Tsunekawa K, Niwa M, Fujisaki K, Suzuki Y. How does video case-based learning influence clinical decision-making by midwifery students? An exploratory study. BMC MEDICAL EDUCATION 2020; 20:67. [PMID: 32143611 PMCID: PMC7059388 DOI: 10.1186/s12909-020-1969-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2019] [Accepted: 02/17/2020] [Indexed: 05/31/2023]
Abstract
BACKGROUND Clinical decision-making skills are essential for providing high-quality patient care. To enhance these skills, many institutions worldwide use case-based learning (CBL) as an educational strategy of pre-clinical training. However, to date, the influence of different learning modalities on students' clinical decision-making processes has not been fully explored. This study aims to explore the influence of video and paper case modalities on the clinical decision-making process of midwifery students during CBL. METHODS CBL involving a normal pregnant woman was provided for 45 midwifery students. They were divided into 12 groups; six groups received the video modality, and six groups received the paper modality. Group discussions were video-recorded, and focus groups were conducted after the CBL. Transcripts of the group discussions were analysed in terms of their interaction patterns, and focus groups were thematically analysed based on the three-stage model of clinical decision-making, which includes cue acquisition, interpretation, and evaluation/decision-making. RESULTS The students in the video groups paid more attention to psychosocial than biomedical aspects and discussed tailored care for the woman and her family members. They refrained from vaginal examinations and electric fetal heart monitoring. Conversely, the students in the paper groups paid more attention to biomedical than psychosocial aspects and discussed when to perform vaginal examinations and electric fetal heart monitoring. CONCLUSION This study clarified that video and paper case modalities have different influences on learners' clinical decision-making processes. Video case learning encourages midwifery students to have a woman- and family-centred holistic perspective of labour and birth care, which leads to careful consideration of the psychosocial aspects. Paper case learning encourages midwifery students to have a healthcare provider-centred biomedical perspective of labour and childbirth care, which leads to thorough biomedical assessment.
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Affiliation(s)
- Kana Nunohara
- Medical Education Development Center, Gifu University, Yanagido 1-1, Gifu, 501-1194 Japan
- Nursing Department, Gifu College of Nursing, Egira-cho 3047-1, Hashima, Gifu, 501-6295 Japan
| | - Rintaro Imafuku
- Medical Education Development Center, Gifu University, Yanagido 1-1, Gifu, 501-1194 Japan
| | - Takuya Saiki
- Medical Education Development Center, Gifu University, Yanagido 1-1, Gifu, 501-1194 Japan
| | - Susan M. Bridges
- Faculty of Education, The University of Hong Kong, Pokfulam Road, Pok Fu Lam, Hong Kong
| | - Chihiro Kawakami
- Medical Education Development Center, Gifu University, Yanagido 1-1, Gifu, 501-1194 Japan
| | - Koji Tsunekawa
- Medical Education Development Center, Gifu University, Yanagido 1-1, Gifu, 501-1194 Japan
| | - Masayuki Niwa
- Medical Education Development Center, Gifu University, Yanagido 1-1, Gifu, 501-1194 Japan
| | - Kazuhiko Fujisaki
- Medical Education Development Center, Gifu University, Yanagido 1-1, Gifu, 501-1194 Japan
| | - Yasuyuki Suzuki
- Medical Education Development Center, Gifu University, Yanagido 1-1, Gifu, 501-1194 Japan
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Khamis N, Aljumaiah R, Alhumaid A, Alraheem H, Alkadi D, Koppel C, Abdulghani HM. Undergraduate medical students' perspectives of skills, uses and preferences of information technology in medical education: A cross-sectional study in a Saudi Medical College. MEDICAL TEACHER 2018; 40:S68-S76. [PMID: 29730958 DOI: 10.1080/0142159x.2018.1465537] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND Information technology (IT) is widely used in medical education. However, there are not enough studies about IT uses and preferences among traditional and problem-based learning (PBL) medical students. AIM To compare IT skills, uses and preferences for education between traditional and PBL medical students'. METHOD A cross-sectional study; a modified Educause Center for Analysis and Research online survey was sent to traditional curriculum 5th and PBL 4th year medical students of King Saud University. RESULTS Most of the responding 176 students prefer mobile devices and moderate amount of IT in education. Fourth and fifth year students perceived high academic value of Google (94.2 vs. 86.7%, p = 0.34), YouTube (90.7 vs. 92.2%, p = 0.83) and PubMed (83.7 vs. 86.7%, p = 0.06). More 4th year than 5th year students rated themselves as skilled in learning management system (54.7 vs. 21.1%, p = 0.0001) and Smartboard use (40.7 vs. 23.3%, p = 0.04). Most students rated faculty IT skills as effective. Students agreed that technology helps working faster (95.5%) and make learning creative (85.9%). CONCLUSIONS More integration of information literacy and IT training in medical curricula is needed to enhance better utilization of full features of IT resources available for learning and problem solving. National multi-institutional studies are recommended.
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Affiliation(s)
- Nehal Khamis
- a Department of Medical Education, College of Medicine , King Saud University , Riyadh , Saudi Arabia
- b Department of Pathology and Medical Education , Suez Canal University , Ismailia , Egypt
| | - Rawabi Aljumaiah
- c Department of Internal Medicine , Prince Mohammad Bin Abdulaziz Hospital , Riyadh , Saudi Arabia
| | - Alla Alhumaid
- d Department of Obstetrics and Gynecology , National Guard hospital , Riyadh , Saudi Arabia
| | - Hiba Alraheem
- e Department of Family Medicine , King Saud University Medical City , Riyadh , Saudi Arabia
| | - Dalal Alkadi
- e Department of Family Medicine , King Saud University Medical City , Riyadh , Saudi Arabia
| | - Cristina Koppel
- f Department of Neurology , Imperial College School of Medicine , London , UK
| | - Hamza Mohammad Abdulghani
- a Department of Medical Education, College of Medicine , King Saud University , Riyadh , Saudi Arabia
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Furlini L, Noushi N, Castonguay G, Allison P, Bedos C, De Souza R, Esfandiari S, Hovey R, Macdonald ME, Morris M, Nicolau B, Power F, Feine J. Assessing Dental Students’ Readiness to Treat Populations That Are Underserved: A Scoping Review. J Dent Educ 2018; 82:483-491. [DOI: 10.21815/jde.018.053] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2017] [Accepted: 11/06/2017] [Indexed: 11/20/2022]
Affiliation(s)
- Linda Furlini
- Division of Oral Health and Society, Faculty of Dentistry; McGill University
| | - Nioushah Noushi
- Division of Oral Health and Society, Faculty of Dentistry; McGill University
| | | | | | - Christophe Bedos
- Division of Oral Health and Society, Faculty of Dentistry; McGill University
| | - Raphael De Souza
- Division of Oral Health and Society, Faculty of Dentistry; McGill University
| | | | - Richard Hovey
- Division of Oral Health and Society, Faculty of Dentistry; McGill University
| | | | - Martin Morris
- Schulich Library of Physical Sciences, Life Sciences, and Engineering; McGill University
| | - Belinda Nicolau
- Division of Oral Health and Society, Faculty of Dentistry; McGill University
| | - Frances Power
- Division of Oral Health and Society, Faculty of Dentistry; McGill University
| | - Jocelyne Feine
- Division of Oral Health and Society, Faculty of Dentistry; McGill University
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Bridges S, Jin J, Botelho M. Technology and Group Processes in PBL Tutorials: An Ethnographic Study. ACTA ACUST UNITED AC 2016. [DOI: 10.1007/978-3-319-08275-2_3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
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Logsdon MC, Davis D, Eckert D, Smith F, Stikes R, Rushton J, Myers J, Capps J, Sparks K. Feasibility of Two Educational Methods for Teaching New Mothers: A Pilot Study. Interact J Med Res 2015; 4:e20. [PMID: 26449647 PMCID: PMC4704909 DOI: 10.2196/ijmr.4583] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2015] [Revised: 08/11/2015] [Accepted: 08/15/2015] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Printed health educational materials are commonly issued to prepare patients for hospital discharge. Teaching methods that engage multiple senses have been shown to positively affect learning outcomes, suggesting that paper materials may not be the most effective approach when educating new mothers. In addition, many written patient educational materials do not meet national health literacy guidelines. Videos that stimulate visual and auditory senses provide an alternative, potentially more effective, strategy for delivering health information. The acceptability of these methods, as perceived by nurses executing patient education initiatives, is important for determining the most appropriate strategy. OBJECTIVE The purpose of this study was to determine the feasibility of 2 educational methods for teaching new mothers how to care for themselves and their infants after hospital discharge. Feasibility was measured by adequate enrollment, acceptability of the intervention to patients and nurses, and initial efficacy. METHODS New mothers (n=98) on a Mother-Baby Unit received health information focused on self-care and infant care delivered as either simple printed materials or YouTube videos on an iPad. Mothers completed a pretest, post-test, and an acceptability survey. Following completion of the initiative, nurses who participated in delivering the health education using one of these 2 methods were asked to complete a survey to determine their satisfaction with and confidence in using the materials. RESULTS Mothers, on average, were 26 years old; 72% had a high school education; and 41% were African American. The improvement in knowledge scores was significantly higher for the iPad group (8.6% vs 4.4%, P=.02) compared to the pamphlet group. Group (B=4.81, P=.36) and time (B=6.12, P<.001) significantly affected scores, while no significant interaction effect was observed (B=5.69, P=.09). There were no significant differences in responses between the groups (all P values >.05). The nurses had a mean age of 44.3 years (SD 13.9) and had, on average, 16.6 years of experience (SD 13.8). The nurses felt confident and satisfied administering both educational modalities. CONCLUSIONS The pamphlet and iPad were identified as feasible and acceptable modalities for educating new mothers about self-care and infant care, though the iPad was more effective in improving knowledge. Understanding the acceptability of different teaching methods to patient educators is important for successful delivery of informational materials at discharge.
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Affiliation(s)
- M Cynthia Logsdon
- University of Louisville, School of Nursing, Louisville, KY, United States.
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Stieber JC, Nelson T, Huebner CE. Considerations for Use of Dental Photography and Electronic Media in Dental Education and Clinical Practice. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.4.tb05901.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | - Travis Nelson
- Department of Pediatric Dentistry; School of Dentistry; University of Washington
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Jin J, Bridges SM. Educational technologies in problem-based learning in health sciences education: a systematic review. J Med Internet Res 2014; 16:e251. [PMID: 25498126 PMCID: PMC4275485 DOI: 10.2196/jmir.3240] [Citation(s) in RCA: 77] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2014] [Revised: 06/16/2014] [Accepted: 08/17/2014] [Indexed: 11/23/2022] Open
Abstract
Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances. Conclusions This literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education.
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Affiliation(s)
- Jun Jin
- Faculty of Education, The University of Hong Kong, Hong Kong, China
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