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Carr SE, Wilson TE, Slone SA, Karanja LW, Osterhage JL. Assigned group work is associated with increased student motivation and perceptions of belonging in an asynchronous online physiology laboratory course. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:593-602. [PMID: 38813606 DOI: 10.1152/advan.00064.2024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Revised: 05/24/2024] [Accepted: 05/24/2024] [Indexed: 05/31/2024]
Abstract
With the rise of online instruction, a better understanding of the factors that contribute to belonging and motivation in these contexts is essential to creating optimal learning environments. Although group work is known to be beneficial to student success, few studies have investigated its role in the context of asynchronous online courses. The present study addresses this gap through a survey of 146 undergraduate students in an asynchronous online physiology lab over two semesters, one with required group work and one without group work. Students were surveyed to evaluate the influence of group work on their motivation and sense of belonging, as well as their perceptions of inclusive and exclusive features of the course. Students assigned to groups had a higher sense of belonging (P = 0.006) and beliefs about their competence (P = 0.002) and perceived lower effort and psychological costs associated with the course (P = 0.04 and 0.04, respectively) compared to students not assigned to groups. Students assigned to groups reported that peer interactions made them feel included in the course (70% of coded responses) while those not assigned to groups valued instructor interactions (51% of coded responses) as inclusive. Negative peer interactions were commonly reported as exclusive by students assigned to groups (28% of coded responses) while a lack of peer interactions (23% of coded responses) made students not assigned to groups feel excluded. These data indicate that assigning groups in asynchronous online courses is an effective way to increase student motivation and perceptions of belonging.NEW & NOTEWORTHY This study explores the effect of assigned group work in an asynchronous online physiology laboratory course on student motivation and belonging. Students' perceptions of belonging and competence-related beliefs were higher, and effort and psychological costs were lower, when assigned to groups compared to students not assigned to groups. Students assigned to groups noted peer interactions as the most inclusive aspect of the course, whereas instructor interactions were noted as inclusive by those not assigned group work.
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Affiliation(s)
- Shea E Carr
- Department of Biology, University of Kentucky, Lexington, Kentucky, United States
| | - Thad E Wilson
- Department of Physiology, University of Kentucky, Lexington, Kentucky, United States
| | - Stacey A Slone
- Dr. Bing Zhang Department of Statistics, University of Kentucky, Lexington, Kentucky, United States
| | - Leila W Karanja
- Department of Biology, University of Kentucky, Lexington, Kentucky, United States
| | - Jennifer L Osterhage
- Department of Biology, University of Kentucky, Lexington, Kentucky, United States
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Chen PC, Chen HC, Liu WH, Lin JC. Improving medical students recognizing surgery of glioblastoma removal/decompressive craniectomy via physical lifelike brain simulator training. BMC MEDICAL EDUCATION 2024; 24:632. [PMID: 38844925 PMCID: PMC11155129 DOI: 10.1186/s12909-024-05621-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Accepted: 05/30/2024] [Indexed: 06/10/2024]
Abstract
BACKGROUND This study aims to investigate the benefits of employing a Physical Lifelike Brain (PLB) simulator for training medical students in performing craniotomy for glioblastoma removal and decompressive craniectomy. METHODS This prospective study included 30 medical clerks (fifth and sixth years in medical school) at a medical university. Before participating in the innovative lesson, all students had completed a standard gross anatomy course as part of their curriculum. The innovative lesson involved PLB Simulator training, after which participants completed the Learning Satisfaction/Confidence Perception Questionnaire and some received qualitative interviews. RESULTS The average score of students' overall satisfaction with the innovative lesson was 4.71 out of a maximum of 5 (SD = 0.34). After the lesson, students' confidence perception level improved significantly (t = 9.38, p < 0.001, effect size = 1.48), and the average score improved from 2,15 (SD = 1.02) to 3.59 (SD = 0.93). 60% of the students thought that the innovative lesson extremely helped them understand the knowledge of surgical neuroanatomy more, 70% believed it extremely helped them improve their skills in burr hole, and 63% thought it was extremely helpful in improving the patient complications of craniotomy with the removal of glioblastoma and decompressive craniectomy after completing the gross anatomy course. CONCLUSION This innovative lesson with the PLB simulator successfully improved students' craniotomy knowledge and skills.
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Affiliation(s)
- Pin-Chuan Chen
- Department of Machine Engineering, National Taiwan University of Science and Technology, Taipei, 106, Taiwan
| | - Hsin-Chueh Chen
- Department of Machine Engineering, National Taiwan University of Science and Technology, Taipei, 106, Taiwan
| | - Wei-Hsiu Liu
- Department of Neurological Surgery, Tri-Service General Hospital and National Defense Medical Center, Taipei, 114, Taiwan
- Department of Surgery, School of Medicine, National Defense Medical Center, Taipei, 114, Taiwan
| | - Jang-Chun Lin
- Department of Radiation Oncology, Shuang Ho Hospital, Taipei Medical University, Taipei, 106, Taiwan.
- Department of Radiology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, 106, Taiwan.
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Soundariya K, Deepika V. E-assessment in medical education: An overview. Med J Armed Forces India 2023; 79:S382-S384. [PMID: 38144618 PMCID: PMC10746727 DOI: 10.1016/j.mjafi.2021.06.035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2021] [Accepted: 06/30/2021] [Indexed: 11/22/2022] Open
Affiliation(s)
| | - Velusami Deepika
- Associate Professor (Physiology), Sri Manakula Vinayagar Medical College & Hospital, Puducherry, India
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SONI JAMIL, GAMBA LUIZEKREMER, BEBBER FABIANADESOUZA, KOZOVITS FRANCISCO. DEVELOPMENT OF ORTHOPEDIC SIMULATOR TO PRACTICE CLOSED REDUCTION OF PEDIATRIC FRACTURES OF THE MIDDLE THIRD OF FOREARM. ACTA ORTOPEDICA BRASILEIRA 2023; 31:e252387. [PMID: 36844128 PMCID: PMC9949289 DOI: 10.1590/1413-785220233101e252387] [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: 05/20/2021] [Accepted: 03/23/2022] [Indexed: 02/22/2023]
Abstract
In the current scenario of medical education, a trend of using models and simulators to train operational skills, especially in the practice of basic orthopedic techniques, is growing. This form of teaching allows academics to maximize learning opportunities and contributes to improving the quality of care for their future patients. However, the realistic simulation has high costs as a major limitation. Objective To develop a low-cost orthopedic simulator for practicing pediatric forearm reduction skills in the preclinical setting. Methods A model of an arm and forearm with a fracture in the middle third was developed. Orthopedists, residents, and medical students evaluated the simulator's ability to reproduce fracture reduction. Results The simulator had a significantly lower cost than the others in the literature. The participants agreed that the model had a good performance, and that the manipulation was consistent with the reality of reducing closed pediatric forearm fracture. Conclusion The results suggest that this model can be used to teach orthopedic residents and medical students the skill of closed reduction of fractures in the middle third of the forearm. Level of Evidence III, Case Control Study.
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Affiliation(s)
- JAMIL SONI
- Pontifícia Universidade Católica do Paraná, School of Medicine, Curitiba, PR, Brasil
| | - LUIZE KREMER GAMBA
- Pontifícia Universidade Católica do Paraná, School of Medicine, Curitiba, PR, Brasil
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Use of Lt Systems in Large Class Lab Delivery. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1397:21-41. [DOI: 10.1007/978-3-031-17135-2_2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Voillequin S, Rozenberg P, Letutour K, Rousseau A. Comparative satisfaction and effectiveness of virtual simulation and usual supervised work for postpartum hemorrhage management: a crossover randomized controlled trial. BMC MEDICAL EDUCATION 2022; 22:709. [PMID: 36203183 PMCID: PMC9540154 DOI: 10.1186/s12909-022-03761-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Accepted: 09/19/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Because virtual simulation promotes learning and cognitive skill development, it may be useful for teaching students to manage postpartum hemorrhage (PPH) and its complex decision algorithm. OBJECTIVE This study aimed to compare the satisfaction and effectiveness of virtual simulation with usual supervised work in producing knowledge and satisfaction. METHODS This two-center two-stage crossover randomized controlled trial included student midwives. One group underwent the virtual simulation intervention in the first period (January 2018) and the usual supervised classroom work in the second (May 2018); the other group followed the reverse chronology. Satisfaction was the primary outcome. The secondary outcome was knowledge of the PPH management algorithm, assessed by responses to a case vignette after each intervention session. RESULTS The virtual simulation -supervised work (VS-SW) chronology was allocated to 48 students, and its inverse (SW-VS) to 47; Satisfaction was significantly higher for the virtual simulation for its overall grade (6.8 vs. 6.1, P = 0.009), engagingness (very good 82.1% vs. 24.3%, P < 0.001), and ease of use (very good 77.9% vs. 46.1%, P < 0.001). Knowledge did not differ between the two groups (respectively, 89.5% versus 83.5%, P = 0.3). CONCLUSION Satisfaction is higher with virtual simulation without lowering knowledge scores, which argues for the use of such innovative teaching strategies. This could lead to an increase in students' motivation to learn.
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Affiliation(s)
| | - P Rozenberg
- Department of Obstetrics and Gynecology, Poissy-Saint Germain Hospital, 78300, Poissy, France
- Clinical Epidemiology, Paris Saclay University, CESP, UVSQ, Inserm, Team U1018, 78180, Montigny- le-Bretonneux, France
| | - K Letutour
- Department of Obstetrics and Gynecology, Poissy-Saint Germain Hospital, 78300, Poissy, France
- Midwifery Department, UVSQ, 78180, Montigny-le-Bretonneux, France
| | - A Rousseau
- Department of Obstetrics and Gynecology, Poissy-Saint Germain Hospital, 78300, Poissy, France
- Clinical Epidemiology, Paris Saclay University, CESP, UVSQ, Inserm, Team U1018, 78180, Montigny- le-Bretonneux, France
- Midwifery Department, UVSQ, 78180, Montigny-le-Bretonneux, France
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Shrivastava SR, Shrivastava PS. Strategies to Reduce the Cost of Medical Education in India: A Narrative Review. Avicenna J Med 2022; 12:100-104. [PMID: 36092386 PMCID: PMC9458346 DOI: 10.1055/s-0042-1755333] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Abstract
Background The global population is being plagued by several diseases and health conditions, and this calls for the need to adopt a strategy to enable people from all socioeconomic backgrounds to have the freedom and choice to opt for a medical profession as their career. The purpose of the current review is to explore the reasons which make medical education expensive and identify the strategies by which the cost of medical education can be minimized.
Methods An extensive search of all materials related to the topic was performed on the PubMed search engine and web site of the National Medical Commission. Relevant research articles focusing on costs in medical education published in the period 2005 to 2021 were included in the review. A total of 37 articles were selected based on their suitability with the current review objectives and analyzed. Keywords used in the search include medical education and cost in the title alone only.
Results We have to accept the fact that medical education is quite expensive and that's not the case with one nation but the trend is worldwide. It is the need of the hour to plan and implement strategies that make medical training accessible and available to people from all socioeconomic classes and regardless of other variables.
Conclusion In conclusion, the process of training medical students is expensive and accounts for a wide range of impacts on the medical aspirants. Thus, there is an indispensable need for the policy makers and the concerned stakeholders to join their hands together and take appropriate steps to minimize the overall cost of medical training, and thereby making it affordable to everyone.
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Affiliation(s)
- Saurabh R. Shrivastava
- Sri Balaji Vidyapeeth–Deemed to be University, Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
| | - Prateek S. Shrivastava
- Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth–Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
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Youhasan P, Henning MA, Chen Y, Lyndon MP. Developing and evaluating an educational web-based tool for health professions education: the Flipped Classroom Navigator. BMC MEDICAL EDUCATION 2022; 22:594. [PMID: 35915441 PMCID: PMC9344763 DOI: 10.1186/s12909-022-03647-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/11/2021] [Accepted: 07/19/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Flipped classroom pedagogy is a blended learning approach applied in undergraduate health professions education. However, teachers and students may require training to effectively engage in flipped classroom pedagogy. Thus, this study aimed to design, develop, and evaluate a web-based tool for fostering flipped classroom pedagogy in undergraduate health professions education. METHODS This is an educational design-based research with a descriptive evaluation component which was conducted in two steps: (i) design & development and (ii) evaluation of an educational website. An expert panel was formed to evaluate the website by using a website evaluation questionnaire (WEQ). Descriptive statistics were employed to calculate the experts' agreement level. RESULTS An innovative website design was used to provide access to a range of digital devices. The development process occurred concurrently in two steps: (i) website development and (ii) learning content development. The educational website was branded as the Flipped Classroom Navigator (FCN). Based on WEQ scores, the FCN obtained a good level of agreement (≥ 80%) for its' ease of use, hyperlinks, structure, relevance, comprehension, completeness, and layout. CONCLUSIONS The FCN is an effective method for providing training to promote flipped classroom pedagogy in health professions education. The FCN achieved good evaluation scores and comments from experts. However, it is also necessary to obtain acceptance from the end-users, which could be the focus of future research. Nonetheless, the expert panel pinpointed areas for further development before introducing the FCN to end-users.
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Affiliation(s)
- Punithalingam Youhasan
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand.
- Department of Medical Education & Research, Faculty of Health-Care Sciences, Eastern University, Sri Lanka, Batticaloa, Sri Lanka.
| | - Marcus A Henning
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Yan Chen
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Mataroria P Lyndon
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
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Belfi LM, Dean KE, Jordan SG. I.C.A.R.U.S. in Flight: A Radiology Simulator Teaches Imaging Appropriateness, Anatomy, and Image Interpretation Skills. Acad Radiol 2022; 29 Suppl 5:S94-S102. [PMID: 33896718 DOI: 10.1016/j.acra.2021.03.016] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2021] [Revised: 03/11/2021] [Accepted: 03/13/2021] [Indexed: 11/01/2022]
Abstract
RATIONALE AND OBJECTIVES The Interactive Clinical Anatomy and Radiology Utilization Simulator (ICARUS) was created in 2012 as a novel simulation program with 25 peer reviewed electronic modules combining simulated patient encounters, American College of Radiology appropriateness criteria, radiologic anatomy, and basic imaging interpretation and patient safety topics. ICARUS integrates a gaming approach to improve student engagement. MATERIALS AND METHODS ICARUS modules have been used in the undergraduate medical curriculum at the lead author's institution since its pilot in 2012. Since completion of the full complement of 25 modules, modules have been used in the radiology clerkship (2012- 2015), in the integrated longitudinal curriculum (2015-present), and in various radiology electives (2015-present), including the inaugural virtual radiology electives at all authors' institutions (July 2020-present). Student evaluations were formally solicited in 2014 and again in 2020. RESULTS During the introductory radiology clerkship in 2014, 107 students were enrolled. Students were assigned 4 ICARUS modules. During the 2-week virtual elective from July-October 2020, 26 students were enrolled. Students were assigned all 25 modules. The majority of survey respondents "agreed" or "strongly agreed" that the modules were interactive, enjoyable, and self-directed, fostered critical thinking, provided practical value, met goals and objectives of the course, and seemed practical to their future practice. CONCLUSION ICARUS integrates key educational concepts in radiology with high fidelity simulation of clinical decision support software and PACS simulation image display to create a highly engaging learning environment that most accurately reflects future clinical experiences.
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Schnell LJ, Simpson GL, Suchan DM, Quere W, Weger HG, Davis MC. An at-home laboratory in plant biology designed to engage students in the process of science. Ecol Evol 2021; 11:17572-17580. [PMID: 35003623 PMCID: PMC8717336 DOI: 10.1002/ece3.8441] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 11/19/2021] [Accepted: 11/25/2021] [Indexed: 11/12/2022] Open
Abstract
The COVID-19 pandemic prompted a transition to remote delivery of courses that lack immersive hands-on research experiences for undergraduate science students, resulting in a scientific research skills gap. In this report, we present an option for an inclusive and authentic, hands-on research experience that all students can perform off-campus. Biology students in a semester-long (13 weeks) sophomore plant physiology course participated in an at-home laboratory designed to study the impacts of nitrogen addition on growth rates and root nodulation by wild nitrogen-fixing Rhizobia in Pisum sativum (Pea) plants. This undergraduate research experience, piloted in the fall semester of 2020 in a class with 90 students, was created to help participants learn and practice scientific research skills during the COVID-19 pandemic. Specifically, the learning outcomes associated with this at-home research experience were: (1) generate a testable hypothesis, (2) design an experiment to test the hypothesis, (3) explain the importance of biological replication, (4) perform meaningful statistical analyses using R, and (5) compose a research paper to effectively communicate findings to a general biology audience. Students were provided with an at-home laboratory kit containing the required materials and reagents, which were chosen to be accessible and affordable in case students were unable to access our laboratory kit. Students were guided through all aspects of research, including hypothesis generation, data collection, and data analysis, with video tutorials and live virtual sessions. This at-home laboratory provided students an opportunity to practice hands-on research with the flexibility to collect and analyze their own data in a remote setting during the COVID-19 pandemic. This, or similar laboratories, could also be used as part of distance learning biology courses.
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Affiliation(s)
- Laura J. Schnell
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
- Institute for Microbial Systems and SocietyUniversity of ReginaReginaSaskatchewanCanada
| | - Gavin L. Simpson
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
- Department of Animal ScienceAarhus UniversityTjeleDenmark
| | - Danae M. Suchan
- Institute for Microbial Systems and SocietyUniversity of ReginaReginaSaskatchewanCanada
| | - William Quere
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
- Institute for Microbial Systems and SocietyUniversity of ReginaReginaSaskatchewanCanada
| | - Harold G. Weger
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
| | - Maria C. Davis
- Department of BiologyUniversity of ReginaReginaSaskatchewanCanada
- Institute for Microbial Systems and SocietyUniversity of ReginaReginaSaskatchewanCanada
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Abstract
Progress in communication technologies and social isolation caused by the COVID-19 pandemic have supported the acceptance of e-learning. In the e-learning context, gamification has been identified as one of the most promising trends. Many researchers believe in the game elements’ capacity to drive learning, skills acquisition, and changes for more sustainable behavior. However, the literature on the subject is dispersed, addressing behavioral attitudes and elements in an isolated and fragmented way. This study aims to present a framework relating game elements to behavioral attitudes to promote sustainability and ensure quality of learning. The methodology is based on a systematic literature review using the PRISMA protocol, covering the content analysis of 130 articles indexed in the Web of Science database. For the framework construction, the following were identified: behavioral attitudes stimulated by gamification; main game elements and how they relate to each other. Based on this, a framework called 7GOALS (Gamification-Oriented Active Learning Steps) associated with the PDCA (Plan, Do, Check, Act) was established. The proposed structure is multidisciplinary and can be used in any knowledge field that uses gamification. With this, themes such as sustainability can be widely disseminated and leverage changes towards more sustainable behaviors that adhere to the real world.
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Ray JM, Wong AH, Yang TJ, Buck S, Joseph M, Bonz JW, Auerbach MA, Couturier K, Tomassoni AJ, Schwartz ML, Evans LV. Virtual Telesimulation for Medical Students During the COVID-19 Pandemic. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1431-1435. [PMID: 33883398 PMCID: PMC8475640 DOI: 10.1097/acm.0000000000004129] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
PROBLEM In March 2020, the novel coronavirus 2019 (COVID-19) became a global pandemic. Medical schools around the United States faced difficult decisions, temporarily suspending hospital-based clerkship rotations for medical students due to potential shortages of personal protective equipment and a need to social distance. This decision created a need for innovative, virtual learning opportunities to support undergraduate medical education. APPROACH Educators at Yale School of Medicine developed a novel medical student curriculum converting high-fidelity, mannequin-based simulation into a fully online virtual telesimulation format. By using a virtual videoconferencing platform to deliver remote telesimulation as an immersive educational experience for widely dispersed students, this novel technology retains the experiential strengths of simulation-based learning while complying with needs for social distancing during the pandemic. The curriculum comprises simulated clinical scenarios that include live patient actors; facilitator interactions; and real-time assessment of vital signs, labs, and imaging. Each 90-minute session includes 2 sets of simulation scenarios and faculty-led teledebriefs. A team of 3 students performs the first scenario, while an additional team of 3 students observes. Teams reverse roles for the second scenario. OUTCOMES The 6-week virtual telesimulation elective enrolled the maximum 48 medical students and covered core clinical clerkship content areas. Communication patterns within the virtual telesimulation format required more deliberate turn-taking than normal conversation. Using the chat function within the videoconferencing platform allowed teams to complete simultaneous tasks. A nurse confederate provided cues not available in the virtual telesimulation format. NEXT STEPS Rapid dissemination of this program, including online webinars and live demonstration sessions with student volunteers, supports the development of similar programs at other universities. Evaluation and process improvement efforts include planned qualitative evaluation of this new format to further understand and refine the learning experience. Future work is needed to evaluate clinical skill development in this educational modality.
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Affiliation(s)
- Jessica M. Ray
- J.M. Ray is instructor, Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut; ORCID: https://orcid.org/0000-0003-3410-1507
| | - Ambrose H. Wong
- A.H. Wong is assistant professor, Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut; ORCID: https://orcid.org/0000-0001-7471-1647
| | - Thomas J. Yang
- T.J. Yang is instructor, Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut
| | - Samuel Buck
- S. Buck is a fourth-year resident, Yale-New Haven Emergency Medicine Residency Program, New Haven, Connecticut
| | - Melissa Joseph
- M. Joseph is instructor, Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut
| | - James W. Bonz
- J.W. Bonz is assistant professor, Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut
| | - Marc A. Auerbach
- M.A. Auerbach is associate professor, Departments of Pediatrics and Emergency Medicine, Yale School of Medicine, New Haven, Connecticut
| | - Katherine Couturier
- K. Couturier is instructor, Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut
| | - Anthony J. Tomassoni
- A.J. Tomassoni is associate professor, Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut
| | - Michael L. Schwartz
- M.L. Schwartz is associate professor of neuroscience and associate dean, Curriculum, Yale School of Medicine, New Haven, Connecticut
| | - Leigh V. Evans
- L.V. Evans is associate professor, Department of Emergency Medicine and executive director, Yale Center for Medical Simulation, Yale School of Medicine, New Haven, Connecticut
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Zhang X, Al-Mekhled D, Choate J. Are virtual physiology laboratories effective for student learning? A systematic review. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:467-480. [PMID: 34142876 PMCID: PMC8238440 DOI: 10.1152/advan.00016.2021] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2021] [Revised: 04/26/2021] [Accepted: 05/02/2021] [Indexed: 05/30/2023]
Abstract
It is unclear if the transition from traditional, in-person physiology laboratories to virtual alternatives has educational impacts on students. This study used a systematic review to critically evaluate research papers that investigated the effectiveness of virtual physiology laboratories for student learning. Eleven studies, retrieved from the Education Resources Information Center (ERIC) and Ovid MEDLINE databases, were selected for inclusion in this review, based on predetermined eligibility criteria. Subsequently, the studies went through a power analysis for potential biases before their results were synthesized and analyzed. This systematic review found that virtual physiology laboratories are effective for students' learning of concepts. However, it was inconclusive as to whether virtual physiology laboratories are effective for students' motivation for learning and learning of technical skills. It was found that blended models of virtual laboratories are at least as effective as in-person laboratories for conceptual learning. Overall, this systematic review provides useful insights for educators regarding the educational impacts of implementing virtual laboratories into the physiology curriculum and suggests research models for future evaluation of virtual laboratories.
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Affiliation(s)
- Xinyu Zhang
- Department of Physiology, Monash University, Victoria, Australia
| | | | - Julia Choate
- Department of Physiology, Monash University, Victoria, Australia
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Gya R, Bjune AE. Taking practical learning in STEM education home: Examples from do-it-yourself experiments in plant biology. Ecol Evol 2021; 11:3481-3487. [PMID: 33898005 PMCID: PMC8057327 DOI: 10.1002/ece3.7207] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 10/08/2020] [Accepted: 12/29/2020] [Indexed: 01/03/2023] Open
Abstract
Practical teaching can give authentic learning experiences and teach valuable skills for undergraduate students in the STEM disciplines. One of the main ways of giving students such experiences, laboratory teaching, is met with many challenges such as budget cuts, increased use of virtual learning, and currently the university lockdowns due to the COVID-19 pandemic. We highlight how at-home do-it-yourself (DIY) experiments can be a good way to include physical interaction with your study organism, system, or technique to give the students a practical, authentic learning experience. We hope that by outlining the benefits of a practical, at-home, DIY experiment we can inspire more people to design these teaching activities in the current remote teaching situation and beyond. By contributing two examples in the field of plant biology we enrich the database on experiments to draw inspiration from for these teaching methods.
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Affiliation(s)
- Ragnhild Gya
- Department of Biological SciencesBjerknes Center for Climate ResearchUniversity of BergenBergenNorway
| | - Anne Elisabeth Bjune
- Department of Biological SciencesBjerknes Center for Climate ResearchUniversity of BergenBergenNorway
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Meinert E, Eerens J, Banks C, Maloney S, Rivers G, Ilic D, Walsh K, Majeed A, Car J. Exploring the Cost of eLearning in Health Professions Education: Scoping Review. JMIR MEDICAL EDUCATION 2021; 7:e13681. [PMID: 33704073 PMCID: PMC8081275 DOI: 10.2196/13681] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Revised: 04/25/2019] [Accepted: 12/18/2020] [Indexed: 05/31/2023]
Abstract
BACKGROUND Existing research on the costs associated with the design and deployment of eLearning in health professions education is limited. The relative costs of these learning platforms to those of face-to-face learning are also not well understood. The lack of predefined costing models used for eLearning cost data capture has made it difficult to complete cost evaluation. OBJECTIVE The key aim of this scoping review was to explore the state of evidence concerning cost capture within eLearning in health professions education. The review explores the available data to define cost calculations related to eLearning. METHODS The scoping review was performed using a search strategy with Medical Subject Heading terms and related keywords centered on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to articles published in English. No restriction was placed on literature publication date. RESULTS In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references following screening. Full-text review resulted in 168 studies being excluded. Of these, 61 studies were excluded because they were unrelated to eLearning and focused on general education. In addition, 103 studies were excluded because of lack of detailed information regarding costs; these studies referred to cost in ways either indicating cost favorability or unfavorability, but without data to support findings. Finally, 4 studies were excluded because of limited cost data that were insufficient for analysis. In total, 42 studies provided data and analysis of the impact of cost and value in health professions education. The most common data source was total cost of training (n=29). Other sources included cost per learner, referring to the cost for individual students (n=13). The population most frequently cited was medical students (n=15), although 12 articles focused on multiple populations. A further 22 studies provide details of costing approaches for the production and delivery of eLearning. These studies offer insight into the ways eLearning has been budgeted and project-managed through implementation. CONCLUSIONS Although cost is a recognized factor in studies detailing eLearning design and implementation, the way cost is captured is inconsistent. Despite a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test eLearning cost-effectiveness and how to implement eLearning with cost benefits and advantages over traditional instruction.
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Affiliation(s)
- Edward Meinert
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
- Centre for Health Technology, University of Plymouth, Plymouth, United Kingdom
| | - Jessie Eerens
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Christina Banks
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Stephen Maloney
- Department of Physiotherapy, Monash University, Melbourne, Australia
| | - George Rivers
- Faculty of Business and Economics, Monash University, Melbourne, Australia
| | - Dragan Ilic
- Medical Education Research and Quality, School of Public Health and Preventive Medicine, Monash University, Melbourne, Australia
| | - Kieran Walsh
- BMJ Knowledge Centre, BMJ Learning, London, United Kingdom
| | - Azeem Majeed
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
| | - Josip Car
- Department of Primary Care and Public Health, Imperial College London, London, United Kingdom
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Dohle NJ, Machner M, Buchmann M. Peer teaching under pandemic conditions - options and challenges of online tutorials on practical skills. GMS JOURNAL FOR MEDICAL EDUCATION 2021; 38:Doc7. [PMID: 33659612 PMCID: PMC7899113 DOI: 10.3205/zma001403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/18/2020] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
Background: Within days, the corona crisis has forced the "Lernzentrum", as well as all other places of training and further education, to discontinue classroom teaching at German universities and vocational schools. In order to start teaching online, tutors had to face the challenge to develop new digital learning formats (virtual classrooms) for the peer teaching of practical skills within a short time. This paper aims at outlining the project of developing e-tutorials with regard to the teaching of practical skills. Methodology: After analyzing the classroom lessons (n=30), some of the tutorials were transformed into digital formats. These so-called "e-tutorials" were held via a digital platform. They have been evaluated continuously with a standardized online questionnaire. The results of this evaluation have been analyzed descriptively. Results: From 27/04/2020 to 17/07/2020 eleven different e-tutorial formats were offered on 246 dates. The evaluation revealed a high degree of acceptance with these course offers as well as with the implementation by the tutors. Interpretation: During the pandemic crisis the substitution of peer teaching into forms of e-tutorials was considered valuable; however, these learning formats present challenges, especially with regard to the interaction between teachers and students. They cannot therefore fully replace the peer teaching of practical skills.
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Affiliation(s)
- Niklas Julian Dohle
- Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Lernzentrum, Campus Charité Mitte, Berlin, Germany
| | - Mareen Machner
- Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Lernzentrum, Campus Charité Mitte, Berlin, Germany
- Berliner Bildungscampus für Gesundheitsberufe, Bereich Weiterbildung, Berlin, Germany
| | - Maike Buchmann
- Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Lernzentrum, Campus Charité Mitte, Berlin, Germany
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Brockman RM, Taylor JM, Segars LW, Selke V, Taylor TAH. Student perceptions of online and in-person microbiology laboratory experiences in undergraduate medical education. MEDICAL EDUCATION ONLINE 2020; 25:1710324. [PMID: 31928152 PMCID: PMC7006765 DOI: 10.1080/10872981.2019.1710324] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Background: Universities are facing increased budget constraints, often resulting in reduced funds to support microbiology laboratories. Online mock laboratory activities are often instituted as a cost-effective alternative to traditional wet labs for medical students.Objective: The purpose of this study was to examine students' perceptions of online and in-person microbiology lab learning experiences.Design: We investigated undergraduate medical student perception of the in-person and online microbiology lab experience; 164 first-year medical students participated in newly designed online labs, while 83 second-year medical students continued to use in-person labs. An online survey was administered to collect student opinions of the lab experience.Results: In terms of student self-reported learning styles, those students who attended the lab in person were more likely to report a tactile learning style (33% vs 16%) while those students who learned the material online reported a visual learning style preference (77% vs 61%; n = 264). Students felt that the online microbiology lab was more convenient for their schedules when compared to the in-person lab. A greater proportion of online students (12%) felt that they encountered brand-new material on the final quiz than in-person students (1%; n = 245). Even so, 43% of the online educated students and 37% of the in-person educated students perceived their assigned lab experiences to be the optimal lab design, and over 89% of both groups reported a desire for at least some in-person instruction in a wet-laboratory environment.Conclusions: Our findings suggest that, while students are strongly supportive of digital online lab activities, the overwhelming majority of students still report a desire for a blend of online and in-person, hands-on laboratory activities. These findings will further research directed towards student perception of the lab experience and aid in the adaptation of microbiology curriculums to accommodate both student and university needs.
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Affiliation(s)
- Ross M. Brockman
- Department of Dermatology, Oregon Health & Science University (OHSU), Portland, OR, USA
| | - John M. Taylor
- College of Osteopathic Medicine, Michigan State University, Clinton Twp, MI, USA
| | - Larry W. Segars
- Department of Basic Sciences-Kansas City campus, Kansas City University of Medicine and Biosciences (KCU), Kansas City, MO, USA
| | - Veronica Selke
- Department of Basic Sciences-Kansas City campus, Oakland University, Rochester, MI, USA
| | - Tracey A. H. Taylor
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine (OUWB), Rochester, MI, USA
- CONTACT Tracey A. H. Taylor Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine (OUWB), O’Dowd Hall 475, 586 Pioneer Drive, Rochester, MI48309, USA
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Comparison of Learning Effects of Virtual Reality Simulation on Nursing Students Caring for Children with Asthma. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17228417. [PMID: 33202996 PMCID: PMC7696217 DOI: 10.3390/ijerph17228417] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 11/10/2020] [Accepted: 11/11/2020] [Indexed: 11/16/2022]
Abstract
With the global pandemic of the coronavirus disease, virtual reality simulation (vSim) has emerged as a simulation educational method. The purpose of this study is to examine the learning effects of vSim by comparing three different educational modalities of nursing care for children with asthma. A quasi-experimental design with three different teaching methods, vSim, high-fidelity simulation (HFS), and vSim with HFS, were used in the study. The group using vSim with HFS showed the highest scores in knowledge, confidence in practice, and performance compared to groups using vSim or HFS alone. Simulation practice using vSim combined with HFS could be an effective educational method for nursing students.
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Whitfill T, Auerbach M, Diaz MCG, Walsh B, Scherzer DJ, Gross IT, Cicero MX. Cost-effectiveness of a video game versus live simulation for disaster training. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2020; 6:268-273. [DOI: 10.1136/bmjstel-2019-000497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/16/2019] [Indexed: 11/04/2022]
Abstract
IntroductionDisaster triage training for emergency medical service (EMS) providers is unstandardised. We hypothesised that disaster triage training with the paediatric disaster triage (PDT) video game ‘60 s to Survival’ would be a cost-effective alternative to live simulation-based PDT training.MethodsWe synthesised data for a cost-effectiveness analysis from two previous studies. The video game data were from the intervention arm of a randomised controlled trial that compared triage accuracy in a live simulation scenario of exposed vs unexposed groups to the video game. The live simulation and feedback data were from a prospective cohort study evaluating live simulation and feedback for improving disaster triage skills. Postintervention scores of triage accuracy were measured for participants via live simulations and compared between both groups. Cost-effectiveness between the live simulation and video game groups was assessed using (1) A net benefit regression model at various willingness-to-pay (WTP) values. (2) A cost-effectiveness acceptability curve (CEAC).ResultsThe total cost for the live simulation and feedback training programme was $81 313.50 and the cost for the video game was $67 822. Incremental net benefit values at various WTP values revealed positive incremental net benefit values, indicating that the video game is more cost-effective compared with live simulation and feedback. Moreover, the CEAC revealed a high probability (>0.6) at various WTP values that the video game is more cost-effective.ConclusionsA video game-based simulation disaster triage training programme was more cost-effective than a live simulation and feedback-based programme. Video game-based training could be a simple, scalable and sustainable solution to training EMS providers.
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Arcoraci V, Squadrito F, Altavilla D, Bitto A, Minutoli L, Penna O, Amato A, Bruno R, Tripodi VF, Alibrandi A, Ingrassia PL, Santalucia P, Fodale V. Medical simulation in pharmacology learning and retention: A comparison study with traditional teaching in undergraduate medical students. Pharmacol Res Perspect 2019; 7:e00449. [PMID: 30651989 PMCID: PMC6327107 DOI: 10.1002/prp2.449] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2018] [Accepted: 11/12/2018] [Indexed: 12/05/2022] Open
Abstract
The purpose of the study was to determine whether low-high fidelity medical simulation improves learning and long-lasting retention of pharmacology knowledge, compared to lecture alone, in undergraduate medical students. Ninety students, before a 45-minute lecture, were randomized into three groups - sham (S), low (LF), and high fidelity (HF) simulation - to participate in an interactive simulation session. To evaluate immediate and long-lasting retention, a 20-item structured questionnaire on inotropic agents was administered to 90 students before and after a 45-minute lecture, after simulation, and 3 months later. In all groups, the rate of correct answers increased after lecture, while no difference was observed between different groups (P = 0.543). After simulation, students in the HF group provided more correct answers compared to S or LF group (P > 0.001). After 3 months, a significant decrease in the number of correct answers was observed in S (P < 0.001) and LF (P < 0.001) groups, but not in the HF group (P = 0.066). Moreover, HF simulation resulted in an increased number of correct answers compared to the LF (P < 0.001) or S simulation (P < 0.001). These data suggest that advanced medical simulation teaching applied to pharmacology is associated with more effective learning and long-lasting retention compared to lecture alone.
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Affiliation(s)
- Vincenzo Arcoraci
- Department of Clinical and Experimental MedicineUniversity of MessinaMessinaItaly
| | - Francesco Squadrito
- Department of Clinical and Experimental MedicineUniversity of MessinaMessinaItaly
| | - Domenica Altavilla
- Department of Biomedical and Dental Sciences and Morphofunctional ImagingUniversity of MessinaMessinaItaly
| | - Alessandra Bitto
- Department of Clinical and Experimental MedicineUniversity of MessinaMessinaItaly
| | - Letteria Minutoli
- Department of Clinical and Experimental MedicineUniversity of MessinaMessinaItaly
| | - Olivia Penna
- Department of Human Pathology of the Adult and Evolutive Age “Gaetano Barresi”Section of AnesthesiologyUniversity of MessinaMessinaItaly
| | - Antonio Amato
- Department of Human Pathology of the Adult and Evolutive Age “Gaetano Barresi”Section of AnesthesiologyUniversity of MessinaMessinaItaly
| | - Rosario Bruno
- Department of Human Pathology of the Adult and Evolutive Age “Gaetano Barresi”Section of AnesthesiologyUniversity of MessinaMessinaItaly
| | - Vincenzo Francesco Tripodi
- Department of Human Pathology of the Adult and Evolutive Age “Gaetano Barresi”Section of AnesthesiologyUniversity of MessinaMessinaItaly
| | - Angela Alibrandi
- Department of EconomicsUnit of Statistical and Mathematical SciencesUniversity of MessinaMessinaItaly
| | - Pier Luigi Ingrassia
- SIMNOVA Simulation Centre in Medicine and Health ScienceUniversity of Piemonte OrientaleNovaraItaly
| | | | - Vincenzo Fodale
- Department of Human Pathology of the Adult and Evolutive Age “Gaetano Barresi”Section of AnesthesiologyUniversity of MessinaMessinaItaly
- Skill‐Lab for Simulation Based Medical EducationDegree Course In Medicine and SurgeryUniversity of MessinaMessinaItaly
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Gorbanev I, Agudelo-Londoño S, González RA, Cortes A, Pomares A, Delgadillo V, Yepes FJ, Muñoz Ó. A systematic review of serious games in medical education: quality of evidence and pedagogical strategy. MEDICAL EDUCATION ONLINE 2018; 23:1438718. [PMID: 29457760 PMCID: PMC5827764 DOI: 10.1080/10872981.2018.1438718] [Citation(s) in RCA: 139] [Impact Index Per Article: 23.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2017] [Accepted: 02/02/2018] [Indexed: 05/23/2023]
Abstract
INTRODUCTION The literature shows an optimistic landscape for the effectiveness of games in medical education. Nevertheless, games are not considered mainstream material in medical teaching. Two research questions that arise are the following: What pedagogical strategies do developers use when creating games for medical education? And what is the quality of the evidence on the effectiveness of games? METHODS A systematic review was made by a multi-disciplinary team of researchers following the Cochrane Collaboration Guidelines. We included peer-reviewed journal articles which described or assessed the use of serious games or gamified apps in medical education. We used the Medical Education Research Study Quality Instrument (MERSQI) to assess the quality of evidence in the use of games. We also evaluated the pedagogical perspectives of such articles. RESULTS Even though game developers claim that games are useful pedagogical tools, the evidence on their effectiveness is moderate, as assessed by the MERSQI score. Behaviourism and cognitivism continue to be the predominant pedagogical strategies, and games are complementary devices that do not replace traditional medical teaching tools. Medical educators prefer simulations and quizzes focused on knowledge retention and skill development through repetition and do not demand the use of sophisticated games in their classrooms. Moreover, public access to medical games is limited. DISCUSSION Our aim was to put the pedagogical strategy into dialogue with the evidence on the effectiveness of the use of medical games. This makes sense since the practical use of games depends on the quality of the evidence about their effectiveness. Moreover, recognition of said pedagogical strategy would allow game developers to design more robust games which would greatly contribute to the learning process.
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Affiliation(s)
- Iouri Gorbanev
- Economics and Management School, Pontificia Universidad Javeriana, Bogotá, Colombia
- CONTACT Iouri Gorbanev Economics and Management School, Pontificia Universidad Javeriana, Bogotá, D.C, Colombia
| | | | | | - Ariel Cortes
- Economics and Management Sciences School, Pontificia Universidad Javeriana, Bogotá, Colombia
| | - Alexandra Pomares
- Engineering School, Pontificia Universidad Javeriana, Bogotá, Colombia
| | | | - Francisco J. Yepes
- Public Health Institute, Pontificia Universidad Javeriana, Bogotá, Colombia
| | - Óscar Muñoz
- Medicine School, Pontificia Universidad Javeriana, Bogotá, Colombia
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Langton PD. Sourcebook update: intestinal smooth muscle contractility and autonomic control. ADVANCES IN PHYSIOLOGY EDUCATION 2018; 42:311-320. [PMID: 29676614 DOI: 10.1152/advan.00197.2017] [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: 06/08/2023]
Abstract
This laboratory practical requires first-year students to anticipate the effects of drugs active at cholinergic and adrenergic receptors on gut motility in order to design experiments during an authentic inquiry exercise. Rather than specifying a strict sequence of drug additions that aim to provide ideal demonstrations of pharmacological and physiological antagonism, I have instead designed switches into the drugs provided and set students, working in small teams, the task of identifying the switched drugs, an inquiry activity. To extend the teamwork aspect, laboratory reports were submitted by the student teams rather than individual students. Staff observed that discussions within the teams were stimulated by the inquiry-led nature of the practical. The quality of the laboratory reports submitted by teams were substantially improved over the individual reports submitted in previous years. (Students previously worked in teams, but simply followed a list of prescribed experiments and wrote individual reports.) Although, in conversation, teams of students had an improved understanding of the regulation of gut motility by the parasympathetic and sympathetic divisions of the autonomic nervous system and could readily distinguish between pharmacological and functional antagonism, no attempt was made to evaluate learning because the revision was triggered by the observed effect of a technical error and was not otherwise planned. It is likely that laboratory practicals, in general, would benefit from inclusion of inquiry.
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Affiliation(s)
- Philip D Langton
- School of Physiology, Pharmacology and Neuroscience, University of Bristol , Bristol , United Kingdom
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23
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Chung C, Cooper SJ, Cant RP, Connell C, McKay A, Kinsman L, Gazula S, Boyle J, Cameron A, Cash P, Evans L, Kim JA, Masud R, McInnes D, Norman L, Penz E, Rotter T, Tanti E, Breakspear T. The educational impact of web-based and face-to-face patient deterioration simulation programs: An interventional trial. NURSE EDUCATION TODAY 2018; 64:93-98. [PMID: 29459198 DOI: 10.1016/j.nedt.2018.01.037] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2017] [Revised: 10/16/2017] [Accepted: 01/31/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND There are international concerns relating to the management of patient deterioration. The "failure to rescue" literature identifies that nursing staff miss cues of deterioration and often fail to call for assistance. Simulation-based educational approaches may improve nurses' recognition and management of patient deterioration. OBJECTIVES To investigate the educational impact of the First2Act web-based (WB) and face-to-face (F2F) simulation programs. DESIGN & SETTING A mixed methods interventional cohort trial with nursing staff from four Australian hospitals. PARTICIPANTS Nursing staff working in four public and private hospital medical wards in the State of Victoria. METHODS In 2016, ward nursing staff (n = 74) from a public and private hospital completed three F2F laboratory-based team simulations with a patient actor in teams of three. 56 nursing staff from another public and private hospital individually completed a three-scenario WB simulation program (First2ActWeb) [A 91% participation rate]. Validated tools were used to measure knowledge (multi-choice questionnaire), competence (check-list of actions) and confidence (self-rated) before and after the intervention. RESULTS Both WB and F2F participants' knowledge, competence and confidence increased significantly after training (p ≤0.001). Skill performance for the WB group increased significantly from 61% to 74% (p ≤ 0.05) and correlated significantly with post-test knowledge (p = 0.014). No change was seen in the F2F groups' performance scores. Course evaluations were positive with median ratings of 4/5 (WB) and 5/5 (F2F). The F2F program received significantly more positive evaluations than the WB program (p < 0.05), particularly with regard to quality of feedback. CONCLUSION WB and F2F simulation are effective education strategies with both programs demonstrating positive learning outcomes. WB programs increase ease of access to training whilst F2F enable the development of tactile hands on skills and teamwork. A combined blended learning education strategy is recommended to enhance competence and patient safety.
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Affiliation(s)
- Catherine Chung
- Nursing, Midwifery and Healthcare, Federation University Australia, Northways Rd., Churchill, VIC 3842, Australia.
| | - Simon J Cooper
- Nursing, Midwifery and Healthcare, Federation University Australia, Northways Rd., Churchill, VIC 3842, Australia
| | - Robyn P Cant
- Nursing, Midwifery and Healthcare, Federation University Australia, Northways Rd., Churchill, VIC 3842, Australia
| | - Cliff Connell
- Nursing and Midwifery, Monash University, McMahons Rd, Frankston, VIC 3199, Australia
| | - Angela McKay
- Nursing and Midwifery, University of Tasmania, Locked Bag 1322, Launceston, TAS 7250, Australia
| | - Leigh Kinsman
- Nursing and Midwifery, University of Tasmania, Locked Bag 1322, Launceston, TAS 7250, Australia
| | - Swapnali Gazula
- Nursing, Midwifery and Healthcare, Federation University Australia, Northways Rd., Churchill, VIC 3842, Australia
| | - Jayne Boyle
- St John of God Health Care, 133-145 Lily St, Bendigo, VIC 3550, Australia
| | - Amanda Cameron
- Latrobe Regional Hospital, 10 Village Ave, Traralgon, VIC 3844, Australia
| | - Penny Cash
- Nursing, Midwifery and Healthcare, Federation University Australia, Northways Rd., Churchill, VIC 3842, Australia
| | - Lisa Evans
- St John of God Health Care, Gibb St, Berwick, VIC 3806, Australia
| | - Jeong-Ah Kim
- Nursing, Midwifery and Healthcare, Federation University Australia, Northways Rd., Churchill, VIC 3842, Australia
| | - Rana Masud
- University of Saskatchewan, Saskatoon, SK S7N 5C5, Canada
| | - Denise McInnes
- Central Gippsland Health Service, 155 Guthridge Parade, Sale, VIC 3850, Australia
| | - Lisa Norman
- St John of God Health Care, Gibb St, Berwick, VIC 3806, Australia
| | - Erika Penz
- University of Saskatchewan, Saskatoon, SK S7N 5C5, Canada
| | - Thomas Rotter
- University of Saskatchewan, Saskatoon, SK S7N 5C5, Canada
| | - Erin Tanti
- Nursing, Midwifery and Healthcare, Federation University Australia, Northways Rd., Churchill, VIC 3842, Australia
| | - Tom Breakspear
- Nursing, Midwifery and Healthcare, Federation University Australia, Northways Rd., Churchill, VIC 3842, Australia
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Riaño D, Real F, Alonso JR. Improving resident's skills in the management of circulatory shock with a knowledge-based e-learning tool. Int J Med Inform 2018; 113:49-55. [PMID: 29602433 DOI: 10.1016/j.ijmedinf.2018.02.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2017] [Accepted: 02/05/2018] [Indexed: 01/10/2023]
Abstract
BACKGROUND Correct clinical management of circulatory shock in emergency departments (ER) and intensive care units (ICU) is critical. In this context, the transmission of professional skills by means of the practical supervision of real cases at the point of care entails important issues that can be widely overcome with the use of computer knowledge-based e-learning tools. OBJECTIVE Shock-Instructor is a web-based e-learning tool implementing the already tested training program model (TPM) that uses a knowledge base about the evidence found in the clinical practice guidelines about seven types of shock. This tool is expected to reduce the learning times and to improve the skills of hospital residents with regard to both the correct application of the guidelines and patient recovery, suppressing the risks of direct interventions. METHODS Shock-Instructor has been used to train residents in the Emergency Department of the Hospital Clínic de Barcelona (Spain) in order to reduce the learning cycle without affecting quality. A case-base with the description of 51 cases with shock and a knowledge-base with 137 clinical rules about the treatment of shock were incorporated to the Shock-Instructor system. A group of 33 residents was involved in a randomized controlled trial to check whether the use of Shock-Instructor can significantly improve the skills of clinicians after one week of problem-based training. RESULTS No significant differences were found in the skill levels of the intervention (IG) and control (CG) groups prior to learning. However, we observed an improvement of the IG clinicians capacity to stabilize patients with shock in better clinical conditions (5% improvement, p = 0.004), and to reduce the risk of death in 19.52% (p = 0.004), after training. First-year residents in IG enhanced 14.3% their sensitivity in the correct application of guidelines (p = 0.01), and 14.9% the mean survival rate of their patients (p = 0.01), after being trained with Shock-Instructor for a week. Residents with specialties different from ER and ICU enhanced 16.1% their application of guidelines (p = 0.04), and 14.5% the survival rate of the cases attended (p = 0.01). CONCLUSIONS Web-oriented knowledge-based e-learning computer tools such as Shock-Instructor can significantly reduce the learning time of ER and ICU residents, while enhancing their assimilation of evidence-based medicine and both the survival rate and health condition of patients with shock.
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Affiliation(s)
- David Riaño
- Universitat Rovira i Virgili, Països Catalans 26, 43007 Tarragona, Spain.
| | - Francis Real
- Universitat Rovira i Virgili, Països Catalans 26, 43007 Tarragona, Spain; Institut Jaume Huget, 43800 Valls, Tarragona, Spain
| | - Jose Ramon Alonso
- Emergency Department, Hospital Clínic de Barcelona, 08036 Barcelona, Spain
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Bigdeli S, Kaufman D. Digital games in health professions education: Advantages, disadvantages, and game engagement factors. Med J Islam Repub Iran 2017; 31:117. [PMID: 29951418 PMCID: PMC6014762 DOI: 10.14196/mjiri.31.117] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2017] [Indexed: 12/02/2022] Open
Abstract
Background: The application of digital educational games in health professions education is on expansion and game-based education usage is increasing. Methods: Diverse databases were searched and the related papers were reviewed. Results: Considering the growing popularity of educational games in medical education, we attempted to classify their benefits, flaws, and engaging factors. Conclusion: Advantages, disadvantages, and engagement factors of educational digital games used for health professions education must be the focus of attention in designing games for health professions discipline.
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Affiliation(s)
- Shoaleh Bigdeli
- Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, Faculty of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - David Kaufman
- Faculty of Education, Simon Fraser University (SFU), Vancouver, BC, Canada
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Martínez-Pernía D, Núñez-Huasaf J, Del Blanco Á, Ruiz-Tagle A, Velásquez J, Gomez M, Robert Blesius C, Ibañez A, Fernández-Manjón B, Slachevsky A. Using game authoring platforms to develop screen-based simulated functional assessments in persons with executive dysfunction following traumatic brain injury. J Biomed Inform 2017; 74:71-84. [PMID: 28842292 DOI: 10.1016/j.jbi.2017.08.012] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2016] [Revised: 08/11/2017] [Accepted: 08/20/2017] [Indexed: 11/15/2022]
Abstract
The assessment of functional status is a critical component of clinical neuropsychological evaluations used for both diagnostic and therapeutic purposes in patients with cognitive brain disorders. There are, however, no widely adopted neuropsychological tests that are both ecologically valid and easily administered in daily clinical practice. This discrepancy is a roadblock to the widespread adoption of functional assessments. In this paper, we propose a novel approach using a serious game authoring platform (eAdventure) for creating screen-based simulated functional assessments. We created a naturalistic functional task that consisted of preparing a cup of tea (SBS-COT) and applied the assessment in a convenience sample of eight dyads of therapists/patients with mild executive dysfunction after traumatic brain injury. We had three main aims. First, we performed a comprehensive review of executive function assessment in activities of daily living. Second, we were interested in measuring the feasibility of this technology with respect to staffing, economic and technical requirements. Third, a serious game was administered to patients to study the feasibility of this technology in the clinical context (pre-screening test). In addition, quantitative (Technology Acceptance Model (TAM) questionnaires) and qualitative (semistructured interviews) evaluations were applied to obtain user input. Our results suggest that the staffing, economic and technical requirements of the SBS-COT are feasible. The outcomes of the pre-screening test provide evidence that this technology is useful in the functional assessment of patients with executive dysfunction. In relation to subjective data, the TAM questionnaire showed good user acceptability from a professional perspective. Interview analyses with professionals and patients showed positive experiences related to the use of the SBS-COT. Our work indicates that the use of these types of authoring platforms could have positive long-term implications for neuropsychological research, opening the door to more reproducible, cooperative and efficient research by allowing the facilitated production, reuse and sharing of neuropsychological assessment tools.
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Affiliation(s)
- David Martínez-Pernía
- Center for Advanced Research in Education (CIAE), University of Chile, 8330014, Santiago, Chile; Geroscience Center for Brain Health and Metabolism (GERO), Santiago, Chile; Center for Social and Cognitive Neuroscience (CSCN), School of Psychology, Universidad Adolfo Ibañez, Santiago, Chile; Experiential Neurorehabilitation Research Department, Fundación Polibea, Spain
| | - Javier Núñez-Huasaf
- Los Muermos Primary Care Center and Reloncaví Health Service (SSDR), Los Muermos, Chile
| | - Ángel Del Blanco
- Departamento de Ingeniería del Software e Inteligencia Artificial, Facultad de Informática, Universidad Complutense de Madrid
| | - Amparo Ruiz-Tagle
- Center for Advanced Research in Education (CIAE), University of Chile, 8330014, Santiago, Chile
| | - Juan Velásquez
- Departamento de Ingeniería Industrial, Facultad de Ciencias Físicas y Matemáticas, Universidad de Chile, Santiago, Chile
| | - Mariela Gomez
- Center for Advanced Research in Education (CIAE), University of Chile, 8330014, Santiago, Chile
| | - Carl Robert Blesius
- Laboratory of Computer Science, Massachusetts General Hospital, Harvard Medical School
| | - Agustin Ibañez
- Center for Social and Cognitive Neuroscience (CSCN), School of Psychology, Universidad Adolfo Ibañez, Santiago, Chile; Institute of Cognitive and Translational Neuroscience (INCYT), INECO Foundation, Favaloro University, Buenos Aires, Argentina; National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina; Universidad Autónoma del Caribe, Barranquilla, Colombia; Centre of Excellence in Cognition and its Disorders, Australian Research Council (ACR), Sydney, Australia
| | - Baltasar Fernández-Manjón
- Departamento de Ingeniería del Software e Inteligencia Artificial, Facultad de Informática, Universidad Complutense de Madrid
| | - Andrea Slachevsky
- Center for Advanced Research in Education (CIAE), University of Chile, 8330014, Santiago, Chile; Geroscience Center for Brain Health and Metabolism (GERO), Santiago, Chile; Physiopathology Department, ICBM, Department of Neuroscience and East Neuroscience Department, Faculty of Medicine, University of Chile, Avenida Salvador 486, Providencia, Santiago, Chile; Cognitive Neurology and Dementia, Neurology Department, Hospital del Salvador, Av. Salvador 386, Providencia, Santiago, Chile; Servicio de Neurología, Departamento de Medicina, Clínica Alemana-Universidad del Desarrollo, Santiago, Chile.
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Del Blanco Á, Torrente J, Fernández-Manjón B, Ruiz P, Giner M. Using a videogame to facilitate nursing and medical students' first visit to the operating theatre. A randomized controlled trial. NURSE EDUCATION TODAY 2017; 55:45-53. [PMID: 28521249 DOI: 10.1016/j.nedt.2017.04.026] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2016] [Revised: 03/21/2017] [Accepted: 04/28/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND First experiences in the operating theatre with real patients are always stressful and intimidating for students. We hypothesized that a game-like simulation could improve perceptions and performance of novices. METHODS A videogame was developed, combining pictures and short videos, by which students are interactively instructed on acting at the surgical block. Moreover, the game includes detailed descriptive information. After playing, students are given feedback on their performance. A randomized controlled trial was conducted with 132 nursing and medical students with no previous experience in surgery. Sixty two (47.0%) were allocated to a control group (CG) and 70 (53.0%) to an experimental group (EG). Subjects in EG played the game the day prior to their first experience in the theatre; CG had no access to the application. On the day after their experience at surgery, all students filled in a questionnaire in a 7-point Likert format collecting subjective data about their experience in the surgical block. Four constructs related to students' feelings, emotions and attitudes were measured through self-reported subjective scales, i.e. C1: fear to make mistakes, C2: perceived knowledge on how to behave, C3: perceived errors committed, and C4: attitude/behaviour towards patients and staff. The main research question was formulated as follows: do students show differences in constructs C1-C4 by exposure to the game? RESULTS EG reported statistically significant higher scores on the four aspects measured than CG (p<0.05; Mann-Whitney U tests; Cohen's d standardized effect size d1=0.30; d2=1.05; d3=0.39; d4=0.49). CONCLUSIONS Results show clear evidence that the exposure to the game-like simulation had a significant positive effect on all the constructs. After their first visit to the theatre, students in EG showed less fear (C1) and also perceived to have committed fewer errors (C3), while they showed higher perceived knowledge (C2) and a more collaborative attitude (C4).
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Affiliation(s)
- Ángel Del Blanco
- Department of Software and Artificial Intelligence, School of Informatics, Complutense University of Madrid, 28040 Madrid, Spain
| | - Javier Torrente
- Department of Software and Artificial Intelligence, School of Informatics, Complutense University of Madrid, 28040 Madrid, Spain
| | - Baltasar Fernández-Manjón
- Department of Software and Artificial Intelligence, School of Informatics, Complutense University of Madrid, 28040 Madrid, Spain
| | - Pedro Ruiz
- Department of Surgery, School of Medicine, Complutense University of Madrid, 28040 Madrid, Spain
| | - Manuel Giner
- Department of Surgery, School of Medicine, Complutense University of Madrid, 28040 Madrid, Spain.
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Hassall C, Lewis DI. Institutional and technological barriers to the use of open educational resources (OERs) in physiology and medical education. ADVANCES IN PHYSIOLOGY EDUCATION 2017; 41:77-81. [PMID: 28143826 DOI: 10.1152/advan.00171.2016] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2016] [Revised: 12/21/2016] [Accepted: 12/21/2016] [Indexed: 06/06/2023]
Abstract
Open educational resources (OERs) are becoming increasingly common as a tool in education, particularly in medical and biomedical education. However, three key barriers have been identified to their use: 1) lack of awareness of OERs, 2) lack of motivation to use OERs, and 3) lack of training in the use of OERs. Here, we explore these three barriers with teachers of medical and biomedical science to establish how best to enhance the use of OERs to improve pedagogical outcomes. An online survey was completed by 209 educators, many of whom (68.4%) reported using OERs in their teaching and almost all (99.5%) showing awareness of at least one OER. The results suggest that key problems that prevent educators from adopting OERs in their teaching include suitability for particular classes, time, and copyright. Most (81.8%) educators were somewhat, very, or extremely comfortable with OERs so there is no innate motivational barrier to adoption. A lack of training was reported by 13.9% of respondents, and 40% of respondents stated that there was little or no support from their institutions. OER users were no more comfortable with technology or better supported by departments but tended to be aware of a greater number of sources of OERs. Our study illustrates key opportunities for the expansion of OER use in physiology and medical teaching: increased breadth of awareness, increased institutional support (including time, training, and copyright support), and greater sharing of diverse OERs to suit the range of teaching challenges faced by staff in different subdisciplines.
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Affiliation(s)
- Christopher Hassall
- School of Biology, University of Leeds, Leeds, United Kingdom;
- University of Leeds Biosciences Education Research Group, Leeds, United Kingdom
| | - David I Lewis
- School of Biomedical Sciences, University of Leeds, Leeds, United Kingdom; and
- University of Leeds Biosciences Education Research Group, Leeds, United Kingdom
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Walsh K. Costs and assessment in medical education: a strategic view. PERSPECTIVES ON MEDICAL EDUCATION 2016; 5:265-267. [PMID: 27638388 PMCID: PMC5035285 DOI: 10.1007/s40037-016-0299-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
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Maloney E, Hippe DS, Paladin A, Chew FS, Ha AS. Musculoskeletal Ultrasound Training for Radiology Residents: Lecture Versus Interactive Learning Module. Acad Radiol 2016; 23:789-96. [PMID: 27067604 DOI: 10.1016/j.acra.2015.11.018] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2015] [Revised: 11/20/2015] [Accepted: 11/22/2015] [Indexed: 11/27/2022]
Abstract
RATIONALE AND OBJECTIVES A prospective randomized study was conducted to assess whether an electronic learning module was as effective as a didactic lecture to teach musculoskeletal ultrasound to radiology residents. MATERIALS AND METHODS Thirty-three residents were randomized into a module group versus a didactic group. All residents took a written "pretest" to assess baseline knowledge. Subsequently, the 17 residents in the didactic group attended a live didactic session delivered by a subspecialist musculoskeletal radiology faculty member. The 16 residents in the module group completed an electronic learning module that contained similar content to the live didactic session. Finally, all residents completed a written "posttest," which served as the outcome measure. RESULTS Mean score significantly improved between pre- and posttest by 10.6 ± 11.2% in the didactic group (DG; P = 0.002) and 14.0 ± 8.2% in the module group (MG; P < 0.001), with a nonsignificant difference between groups (P = 0.4). Mean pretest scores (75.6 ± 9.4% DG and 73.7 ± 9.2% MG, P = 0.6) and posttest scores (86.2 ± 9.7% DG and 87.7 ± 5.2% MG, P = 0.5) were not significantly different. The adjusted mean difference in posttest scores between groups was -1.9% (95% confidence interval: -7.2 to 3.5%). CONCLUSION If didactic training was better than electonic module training, the difference was relatively small (<5%). A similar web-based, interactive module could be employed to teach American Board of Radiology Core Examination and Accreditation Council for Graduate Medical Education (ACGME) Diagnostic Radiology Milestone musculoskeletal ultrasound learning objectives to radiology residents. An electronic module could reduce demands on faculty staff time invested in musculoskeletal ultrasound training and be more widely available to residents.
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Tubelo RA, Branco VLC, Dahmer A, Samuel SMW, Collares FM. The influence of a learning object with virtual simulation for dentistry: A randomized controlled trial. Int J Med Inform 2016; 85:68-75. [DOI: 10.1016/j.ijmedinf.2015.11.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2015] [Revised: 08/20/2015] [Accepted: 11/06/2015] [Indexed: 10/22/2022]
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Umoren R, Stadler DJ, Gasior SL, Al-Sheikhly D, Truman B, Lowe C. Global collaboration and team-building through 3D virtual environments. ACTA ACUST UNITED AC 2014. [DOI: 10.5339/igmhe.2014.1] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Certain aspects of healthcare education are difficult to teach in real world environments or in isolated classroom settings. These include, but are not limited to, collaboration and interdisciplinary teamwork skills that are necessary for improved team performance and patient care outcomes. Virtual simulation is a growing field for training and continuous professional development activities and is conducive to local and international clinical training and collaborative projects.
The authors examine theories of collaboration applied to virtual worlds, along with case studies, to demonstrate virtual simulation's applicability to a variety of teaching environments.
In addition, virtual environments have applications to interprofessional healthcare training and team formation. International partnerships for education can benefit from using virtual environments to foster team-building activities without geographic boundaries.
Virtual environments have been instrumental in the growth and sustainability of international networks of educators and, when feasible, should be utilized as a tool for the development of international partnerships.
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Affiliation(s)
- Rachel Umoren
- 1Assistant Professor of Clinical Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana
- 2Faculty Fellow, Institute for Digital Intermedia Arts, Ball State University, Muncie, Indiana
| | - Dora J. Stadler
- 3Assistant Professor of Medicine, Weill Cornell Medical College in Qatar, Doha, Qatar
| | | | - Deema Al-Sheikhly
- 5Manager, Continuing Professional Development, Weill Cornell Medical College in Qatar, Doha, Qatar
| | - Barbara Truman
- 6Simulation Strategist & President, Fusion Unlimited Networks Research, Orlando, Florida, Orlando, Florida
| | - Carolyn Lowe
- 7Associate Professor, School of Education, North Michigan University, Marquette, Michigan
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Borro-Escribano B, Martínez-Alpuente I, Blanco AD, Torrente J, Fernández-Manjón B, Matesanz R. Application of game-like simulations in the Spanish Transplant National Organization. Transplant Proc 2014; 45:3564-5. [PMID: 24314959 DOI: 10.1016/j.transproceed.2013.09.017] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Twenty years ago, the Spanish National Transplant Organization (NTO) started a management and organizational system, known as the Spanish Model, that has allowed the NTO to occupy a privileged world position regarding deceased donation rates, which have been 33-35 donors per million population in recent years. One of the key elements of this model is its instructional approach. Two years ago, the NTO started the project "educ@nt" in close collaboration with the e-UCM research group of the University Complutense of Madrid to support and maximize its successful professional training system. As a result, 3 game-like simulations have been developed representing the different procedural steps of the suprahospital level of the transplantation process. These simulations represent the donor and organ evaluation, the allocation of organs applying the corresponding geographic and clinical criteria, and the logistics of transportation. Simulations are based on 10 representative teaching cases that help students become familiar with the most common cases arriving in the NTO. For the 2nd consecutive year, these simulations have been used in different courses around Spain.
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Affiliation(s)
- B Borro-Escribano
- e-UCM research group, Department of Software Engineering and Artificial Intelligence, Complutense University of Madrid, Madrid, Spain.
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Dodero JM, Garcia-Penalvo FJ, Gonzalez C, Moreno-Ger P, Redondo MA, Sarasa-Cabezuelo A, Sierra JL. Development of e-Learning Solutions: Different Approaches, a Common Mission. IEEE REVISTA IBEROAMERICANA DE TECNOLOGIAS DEL APRENDIZAJE 2014. [DOI: 10.1109/rita.2014.2317532] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Wang CL, Schopp JG, Kani K, Petscavage-Thomas JM, Zaidi S, Hippe DS, Paladin AM, Bush WH. Prospective randomized study of contrast reaction management curricula: Computer-based interactive simulation versus high-fidelity hands-on simulation. Eur J Radiol 2013; 82:2247-52. [DOI: 10.1016/j.ejrad.2013.08.044] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2013] [Revised: 08/06/2013] [Accepted: 08/17/2013] [Indexed: 10/26/2022]
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Buttussi F, Pellis T, Cabas Vidani A, Pausler D, Carchietti E, Chittaro L. Evaluation of a 3D serious game for advanced life support retraining. Int J Med Inform 2013; 82:798-809. [PMID: 23763908 DOI: 10.1016/j.ijmedinf.2013.05.007] [Citation(s) in RCA: 56] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2012] [Revised: 04/22/2013] [Accepted: 05/15/2013] [Indexed: 11/17/2022]
Abstract
OBJECTIVE Advanced life support (ALS) knowledge and skills decrease in as little as three months, but only a few ALS providers actually attend retraining courses. We assess the effectiveness of a 3D serious game as a new tool for frequent ALS retraining. METHODS We developed a 3D serious game for scenario-based ALS retraining. The serious game, called EMSAVE, was designed to promote self-correction while playing. We organized a retraining course in which 40 ALS providers played two cardiac arrest scenarios with EMSAVE and took a test with 38 multiple-choice questions before and after playing. We administered the same test again 3 months later to evaluate retention. Participants also rated EMSAVE and the overall retraining experience. RESULTS After using EMSAVE, the number of correct answers per participant increased by 4.8 (95%CI +3.4, +6.2, p<0.001) and all but one participant improved. After 3 months, despite an expected decrease in ALS knowledge and skills (-1.9 correct answers, 95%CI -0.6, -3.3, p<0.01), there was a significant retention benefit (+2.9 correct answers per participant, 95%CI +1.5, +4.2, p<0.001). Moreover, all but one participant regarded EMSAVE as a valuable tool to refresh ALS knowledge and skills, and 85% of participants were also willing to devote 1h/month to retrain with the serious game. CONCLUSIONS A 3D serious game for scenario-based retraining proved effective to retrain in ALS and supported retention of acquired knowledge and skills at 3 months. EMSAVE also positively engaged and motivated participants.
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Affiliation(s)
- Fabio Buttussi
- Human-Computer Interaction Lab, Department of Mathematics and Computer Science, University of Udine, Italy.
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Arroyo-Morales M, Cantarero-Villanueva I, Fernández-Lao C, Guirao-Piñeyro M, Castro-Martín E, Díaz-Rodríguez L. A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package. ACTA ACUST UNITED AC 2012; 17:474-8. [DOI: 10.1016/j.math.2012.04.002] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2011] [Revised: 03/28/2012] [Accepted: 04/03/2012] [Indexed: 11/29/2022]
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Herzig SJ, Aird WC, Shah BJ, McKernan M, Zeidel ML. From hagfish to humans: teaching comparative physiology to internal medicine residents. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2012; 87:372-377. [PMID: 22373634 DOI: 10.1097/acm.0b013e3182444c1b] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
With more clinical information for trainees to master in the face of increasing time pressures, discussions about underlying physiology and the mechanisms of disease seem to have been de-emphasized during residency training. This reduced focus on pathophysiology and basic science may weaken trainees' clinical effectiveness and reduce their interest in pursuing research careers.In response, the authors helped to develop in 2006 a one-week immersive comparative physiology course for second- and third-year internal medicine residents at Beth Israel Deaconess Medical Center. The course, held at the Mount Desert Island Biological Laboratory, includes four modules (hematology, vascular physiology, secretory physiology, and salt and water homeostasis), each composed of basic science experiments using aquatic species and accompanied by clinical correlation discussions and group presentations.From 2007 to 2010, 72 residents rotated through the course. Most reported that it enhanced their understanding of the mechanisms of disease in their patients. After the course, residents reported that physiology played a more prominent role in their teaching and clinical decision making during both ward and intensive care unit rotations. They also reported being more likely than before the course to read about the pathophysiology of disease when faced with a clinical problem.Although cost-intensive and geographically unique, this model for teaching the mechanisms of disease could be applied elsewhere with the help of physician-scientists and clinician-educators. In this article, the authors describe the development of the course, share preliminary data evaluating progress toward its goals, and discuss future directions and lessons learned.
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Kim MS, Park JH, Park KY. Development and Effectiveness of a Drug Dosage Calculation Training Program using Cognitive Loading Theory based on Smartphone Application. J Korean Acad Nurs 2012; 42:689-98. [DOI: 10.4040/jkan.2012.42.5.689] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Myoung Soo Kim
- Department of Nursing, Pukyong National University, Busan, Korea
| | - Jung Ha Park
- Department of Nursing, Pukyong National University, Busan, Korea
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Marchiori EJ, del Blanco Á, Torrente J, Martinez-Ortiz I, Fernández-Manjón B. A visual language for the creation of narrative educational games. JOURNAL OF VISUAL LANGUAGES AND COMPUTING 2011. [DOI: 10.1016/j.jvlc.2011.09.001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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