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Rao Bhagavathula V, Bhagavathula V, Moinis RS, Chaudhuri JD. The Integration of Prelaboratory Assignments within Neuroanatomy Augment Academic Performance, Increase Engagement, and Enhance Intrinsic Motivation in Students. ANATOMICAL SCIENCES EDUCATION 2022; 15:576-586. [PMID: 33829667 DOI: 10.1002/ase.2084] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2020] [Revised: 02/11/2021] [Accepted: 04/03/2021] [Indexed: 06/12/2023]
Abstract
The study of neuroanatomy imposes a significant cognitive load on students since it includes huge factual information and therefore demands diverse learning strategies. In addition, a significant amount of teaching is carried out through human brain demonstrations, due to limited opportunities for cadaveric dissection. However, reports suggest that students often attend these demonstrations with limited preparation, which detrimentally impacts their learning. In the context of student learning, greater levels of engagement and intrinsic motivation (IM) are associated with better academic performance. However, the maintenance of engagement and the IM of students in neuroanatomy is often challenging for educators. Therefore, this study aimed to explore the role of prelaboratory assignments (PLAs) in the improvement of academic performance, augmentation of engagement, and enhancement of IM in occupational therapy students enrolled in a human neuroanatomy course. One cohort of students in the course was expected to complete PLAs prior to each brain demonstration session. The PLAs contained a list of structures, and students were expected to write a brief anatomical description of each structure. Another cohort of students who were not provided with similar PLAs constituted the control group. Students who completed PLAs had a higher score on the final examinations as compared to students who were not required to complete PLAs. These students also demonstrated greater engagement and IM, and indicated that they perceived PLAs to be valuable in the learning of neuroanatomy. Therefore, PLAs represent a useful teaching tool in the neuroanatomy curriculum.
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Affiliation(s)
| | - Viswakanth Bhagavathula
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Rohan S Moinis
- Department of Forensic Medicine and Toxicology, Kanachur Institute of Medical Sciences and Hospital, Mangalore, India
| | - Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health and Pharmacy, Husson University, Bangor, Maine
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Elmansouri A, Murray O, Hall S, Border S. TEL Methods Used for the Learning of Clinical Neuroanatomy. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2020; 1260:43-73. [PMID: 33211307 DOI: 10.1007/978-3-030-47483-6_4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Ubiquity of information technology is undoubtedly the most substantial change to society in the twentieth and twenty-first centuries and has resulted in a paradigm shift in how business and social interactions are conducted universally. Information dissemination and acquisition is now effortless, and the way we visualise information is constantly evolving. The face of anatomy education has been altered by the advent of such innovation with Technology-Enhanced Learning (TEL) now commonplace in modern curricula.With the constant development of new computing systems, the temptation is to push the boundaries of what can be achieved rather than addressing what should be achieved. As with clinical practice, education in healthcare should be evidence driven. Learning theory has supplied educators with a wealth of information on how to design teaching tools, and this should form the bedrock of technology-enhanced educational platforms. When analysing resources and assessing if they are fit for purpose, the application of pedagogical theory should be explored and the degree to which it has been applied should be considered.
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Affiliation(s)
- Ahmad Elmansouri
- Centre for Learning Anatomical Sciences, University Hospital Southampton, Southampton, UK.
| | - Olivia Murray
- Edinburgh Medical School: Biomedical Sciences (Anatomy), University of Edinburgh, Edinburgh, UK
| | - Samuel Hall
- Neurosciences Department, Wessex Neurological Centre, University Hospital Southampton, Southampton, UK
| | - Scott Border
- Centre for Learning Anatomical Sciences, University Hospital Southampton, Southampton, UK
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Tekian A, Harden RM, Cook DA, Steinert Y, Hunt D, Norcini J. Managing the tension: From innovation to application in health professions education. MEDICAL TEACHER 2020; 42:333-339. [PMID: 31726877 DOI: 10.1080/0142159x.2019.1687871] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Innovations in education are essential for solving problems and introducing new ways of thinking. However, implementation of these innovations must take several factors into consideration, including the context, the environment, the stakeholders, the technology needed, the cost, the pace of implementation, appropriateness, and available resources. When these factors are not balanced and considered, tensions arise. This paper describes tensions in five major educational domains, namely curriculum, instruction, assessment, accreditation/regulation, and faculty development. For each of these domains, the typical problems are described, and solutions are presented to manage the tension.
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Affiliation(s)
- Ara Tekian
- Department of Medical Education, College of Medicine, University of Illinois at Chicago, Chicago, IL, USA
| | - Ronald M Harden
- Association for Medical Education in Europe (AMEE), Dundee, Scotland
| | - David A Cook
- Mayo Clinic College of Medicine, Rochester, MN, USA
| | - Yvonne Steinert
- Institute of Health Sciences Education, McGill University, Montreal, Canada
| | - Daniel Hunt
- Liaison Committee Medical Education, Association of American Medical Colleges, Washington, DC, USA
| | - John Norcini
- Foundation for Advancement of International Medical Education and Research, Philadelphia, PA, USA
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Learner-Adaptive Educational Technology for Simulation in Healthcare: Foundations and Opportunities. Simul Healthc 2018; 13:S21-S27. [PMID: 29346223 DOI: 10.1097/sih.0000000000000274] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
STATEMENT Despite evidence that learners vary greatly in their learning needs, practical constraints tend to favor ''one-size-fits-all'' educational approaches, in simulation-based education as elsewhere. Adaptive educational technologies - devices and/or software applications that capture and analyze relevant data about learners to select and present individually tailored learning stimuli - are a promising aid in learners' and educators' efforts to provide learning experiences that meet individual needs. In this article, we summarize and build upon the 2017 Society for Simulation in Healthcare Research Summit panel discussion on adaptive learning. First, we consider the role of adaptivity in learning broadly. We then outline the basic functions that adaptive learning technologies must implement and the unique affordances and challenges of technology-based approaches for those functions, sharing an illustrative example from healthcare simulation. Finally, we consider future directions for accelerating research, development, and deployment of effective adaptive educational technology and techniques in healthcare simulation.
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Micheel CM, Anderson IA, Lee P, Chen SC, Justiss K, Giuse NB, Ye F, Kusnoor SV, Levy MA. Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation. J Med Internet Res 2017; 19:e265. [PMID: 28743680 PMCID: PMC5548983 DOI: 10.2196/jmir.7506] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2017] [Revised: 05/23/2017] [Accepted: 06/12/2017] [Indexed: 11/26/2022] Open
Abstract
Background Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. Objective This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. Methods In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. Results A total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points or 4.0% more improvement on average; P=.004) and a higher follow-up test score than the control group (0.3 points or 3.3% more improvement on average; P=.02). Conclusions Although the study demonstrated more learning with learning style-tailored educational materials, the magnitude of increased learning and the largely multimodal learning styles preferred by the study participants lead us to conclude that future content-creation efforts should focus on multimodal educational materials rather than learning style-tailored content.
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Affiliation(s)
- Christine M Micheel
- Division of Hematology and Oncology, Department of Medicine, Vanderbilt University Medical Center, Nashville, TN, United States.,Vanderbilt-Ingram Cancer Center, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Ingrid A Anderson
- Vanderbilt-Ingram Cancer Center, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Patricia Lee
- Center for Knowledge Management, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Sheau-Chiann Chen
- Department of Cancer Biology, Vanderbilt University, Nashville, TN, United States
| | - Katy Justiss
- Center for Knowledge Management, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Nunzia B Giuse
- Center for Knowledge Management, Vanderbilt University Medical Center, Nashville, TN, United States.,Department of Biomedical Informatics, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Fei Ye
- Department of Biostatistics, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Sheila V Kusnoor
- Center for Knowledge Management, Vanderbilt University Medical Center, Nashville, TN, United States
| | - Mia A Levy
- Division of Hematology and Oncology, Department of Medicine, Vanderbilt University Medical Center, Nashville, TN, United States.,Vanderbilt-Ingram Cancer Center, Vanderbilt University Medical Center, Nashville, TN, United States.,Department of Biomedical Informatics, Vanderbilt University Medical Center, Nashville, TN, United States
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Tolsgaard MG, Kulasegaram KM, Ringsted C. Practical trials in medical education: linking theory, practice and decision making. MEDICAL EDUCATION 2017; 51:22-30. [PMID: 27804158 DOI: 10.1111/medu.13135] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2016] [Revised: 04/26/2016] [Accepted: 06/06/2016] [Indexed: 06/06/2023]
Abstract
CONTEXT Concerns have been raised over the gap between education theory and practice and how research can contribute to inform decision makers on their choices and priorities. Little is known about how educational theories and research outcomes produced under optimal conditions in highly controlled settings generalise to the real-life education context. One way of bridging this gap is applying the concept of practical trials in medical education. In this paper we elaborate on characteristics of practical trials and based on examples from medical education we discuss the challenges, limitations and future directions for this kind of research. CURRENT STATE Practical trials have the overall aim of informing decision makers. They are carried out in real-life settings and are characterised by (i) comparison of viable alternative education strategies, (ii) broad inclusion criteria regarding participants across several settings and (iii) multiple outcome measures with long-term follow-up to evaluate both benefits and risks. Questions posed by practical trials may be proactive in applying theory in the development of educational innovations or reactive to educational reforms and innovations. Non-inferiority or equivalence designs are recommended when comparing viable alternatives and the use of crossover designs, cluster randomisation or stepped wedge trial designs are feasible when studying implementations across several settings. Outcome measures may include variables related to learners, teachers, educational administration, quality of care, patient outcomes and cost. CONCLUSIONS Practical trials in medical education may contribute to bridge the gap between education theory and practice and aid decision makers in making evidence-based choices and priorities. Conducting practical trials is not without challenges and rigorous design and methods must be applied. Of concern is that the practical focus may lead to failure to include a sound theoretical basis in the research questions and the interventions studied, and that authors fail to obtain informed consent from their participants.
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Affiliation(s)
- Martin G Tolsgaard
- Copenhagen Academy for Medical Education and Simulation, University of Copenhagen, Copenhagen, Denmark
| | - Kulamakan M Kulasegaram
- Department of Family and Community Medicine, The Wilson Centre, University Health Network, University of Toronto, Toronto, Ontario, Canada
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De Leeuw RA, Westerman M, Nelson E, Ket JCF, Scheele F. Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model. BMC MEDICAL EDUCATION 2016; 16:168. [PMID: 27390843 PMCID: PMC4939034 DOI: 10.1186/s12909-016-0700-7] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2015] [Accepted: 06/11/2016] [Indexed: 05/10/2023]
Abstract
BACKGROUND E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. METHODS We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. RESULTS Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. CONCLUSION This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.
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Affiliation(s)
- R. A. De Leeuw
- />Athena Institute for Trans-disciplinary Research, VU University Amsterdam, De Boelelaan 1118, Amsterdam, 1081 HZ The Netherlands
| | - M. Westerman
- />VUmc, School of Medical Sciences, Amsterdam, The Netherlands
| | - E. Nelson
- />Division of Pediatric Infectious Diseases, Department of Pediatrics, Stanford University School of Medicine, Stanford, USA
| | - J. C. F. Ket
- />VU University Amsterdam, University Library, Amsterdam, The Netherlands
| | - F. Scheele
- />Athena Institute for Trans-disciplinary Research, VU University Amsterdam, De Boelelaan 1118, Amsterdam, 1081 HZ The Netherlands
- />VUmc, School of Medical Sciences, Amsterdam, The Netherlands
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Agree EM, King AC, Castro CM, Wiley A, Borzekowski DLG. "It's got to be on this page": age and cognitive style in a study of online health information seeking. J Med Internet Res 2015; 17:e79. [PMID: 25831483 PMCID: PMC4389106 DOI: 10.2196/jmir.3352] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2014] [Revised: 12/29/2014] [Accepted: 01/22/2015] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND The extensive availability of online health information offers the public opportunities to become independently informed about their care, but what affects the successful retrieval and understanding of accurate and detailed information? We have limited knowledge about the ways individuals use the Internet and the personal characteristics that affect online health literacy. OBJECTIVE This study examined the extent to which age and cognitive style predicted success in searching for online health information, controlling for differences in education, daily Internet use, and general health literacy. METHODS The Online Health Study (OHS) was conducted at Johns Hopkins School of Public Health and Stanford University School of Medicine from April 2009 to June 2010. The OHS was designed to explore the factors associated with success in obtaining health information across different age groups. A total of 346 men and women aged 35 years and older of diverse racial and ethnic backgrounds participated in the study. Participants were evaluated for success in searching online for answers to health-related tasks/questions on nutrition, cancer, alternative medicine, vaccinations, medical equipment, and genetic testing. RESULTS Cognitive style, in terms of context sensitivity, was associated with less success in obtaining online health information, with tasks involving visual judgment most affected. In addition, better health literacy was positively associated with overall success in online health seeking, specifically for tasks requiring prior health knowledge. The oldest searchers were disadvantaged even after controlling for education, Internet use, general health literacy, and cognitive style, especially when spatial tasks such as mapping were involved. CONCLUSIONS The increasing availability of online health information provides opportunities to improve patient education and knowledge, but effective use of these resources depends on online health literacy. Greater support for those who are in the oldest cohorts and for design of interfaces that support users with different cognitive styles may be required in an age of shared medical decision making.
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Affiliation(s)
- Emily M Agree
- Johns Hopkins University, Departments of Sociology and Population, Family, and Reproductive Health, Baltimore, MD, United States.
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Cook DA. The value of online learning and MRI: finding a niche for expensive technologies. MEDICAL TEACHER 2014; 36:965-72. [PMID: 25072533 DOI: 10.3109/0142159x.2014.917284] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
BACKGROUND The benefits of online learning come at a price. How can we optimize the overall value? AIMS Critically appraise the value of online learning. METHODS Narrative review. RESULTS Several prevalent myths overinflate the value of online learning. These include that online learning is cheap and easy (it is usually more expensive), that it is more efficient (efficiency depends on the instructional design, not the modality), that it will transform education (fundamental learning principles have not changed), and that the Net Generation expects it (there is no evidence of pent-up demand). However, online learning does add real value by enhancing flexibility, control and analytics. Costs may also go down if disruptive innovations (e.g. low-cost, low-tech, but instructionally sound "good enough" online learning) supplant technically superior but more expensive online learning products. Cost-lowering strategies include focusing on core principles of learning rather than technologies, using easy-to-learn authoring tools, repurposing content (organizing and sequencing existing resources rather than creating new content) and using course templates. CONCLUSIONS Online learning represents just one tool in an educator's toolbox, as does the MRI for clinicians. We need to use the right tool(s) for the right learner at the right dose, time and route.
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Chang TP, Pham PK, Sobolewski B, Doughty CB, Jamal N, Kwan KY, Little K, Brenkert TE, Mathison DJ. Pediatric emergency medicine asynchronous e-learning: a multicenter randomized controlled Solomon four-group study. Acad Emerg Med 2014; 21:912-9. [PMID: 25154469 DOI: 10.1111/acem.12434] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2014] [Revised: 03/21/2014] [Accepted: 03/30/2014] [Indexed: 11/29/2022]
Abstract
OBJECTIVES Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. METHODS Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. RESULTS A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. CONCLUSIONS Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning.
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Affiliation(s)
- Todd P. Chang
- Division of Emergency Medicine and Transport; Children's Hospital Los Angeles; Los Angeles CA
- University of Southern California Keck School of Medicine; Los Angeles CA
| | - Phung K. Pham
- Division of Emergency Medicine and Transport; Children's Hospital Los Angeles; Los Angeles CA
| | - Brad Sobolewski
- Division of Emergency Medicine at Cincinnati Children's Hospital and Medical Center; Cincinnati OH
- University of Cincinnati; Cincinnati OH
| | - Cara B. Doughty
- Division of Emergency Medicine at Texas Children' Hospital; Houston TX
- Baylor College of Medicine; Houston TX
| | - Nazreen Jamal
- Division of Emergency Medicine and Trauma Center at Children's National Medical Center and George Washington University; Washington DC
| | - Karen Y. Kwan
- Division of Emergency Medicine and Transport; Children's Hospital Los Angeles; Los Angeles CA
- University of Southern California Keck School of Medicine; Los Angeles CA
| | - Kim Little
- Division of Emergency Medicine at Texas Children' Hospital; Houston TX
- Baylor College of Medicine; Houston TX
| | - Timothy E. Brenkert
- Division of Emergency Medicine at Cincinnati Children's Hospital and Medical Center; Cincinnati OH
- University of Cincinnati; Cincinnati OH
| | - David J. Mathison
- Division of Emergency Medicine and Trauma Center at Children's National Medical Center and George Washington University; Washington DC
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Rosen A, Eliassi S, Fors U, Sallnäs EL, Forsslund J, Sejersen R, Lund B. A computerised third molar surgery simulator--results of supervision by different professionals. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2014; 18:86-90. [PMID: 24521173 DOI: 10.1111/eje.12060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/03/2013] [Indexed: 06/03/2023]
Abstract
The purpose of the study was to investigate which supervisory approach afforded the most efficient learning method for undergraduate students in oral and maxillofacial surgery (OMS) using a computerised third molar surgery simulator. Fifth year dental students participated voluntarily in a randomised experimental study using the simulator. The amount of time required and the number of trials used by each student were evaluated as a measure of skills development. Students had the opportunity to practise the procedure until no further visible improvements were achieved. The study assessed four different types of supervision to guide the students. The first group was where they were supported by a teacher/specialist in OMS, the second by a teaching assistant, the third group practised without any supervision and the fourth received help from a simulator technician/engineer. A protocol describing assessment criteria was designed for this purpose, and a questionnaire was completed by all participating students after the study. The average number of attempts required to virtually remove a third molar tooth in the simulator was 1.44 times for the group supervised by an OMS teacher; 1.5 times for those supervised by a teaching assistant; 2.8 times for those who had no supervision; and 3.6 times when support was provided only by a simulator technician. The results showed that the most efficient experience of the students was when they were helped by an OMS teacher or a teaching assistant. In a time and cost-effective perspective, supervision by a teaching assistant for a third molar surgery simulator would be the optimal choice.
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Affiliation(s)
- A Rosen
- Division of Oral and Maxillofacial Surgery, Department of Dental Medicine, Karolinska Institutet, Huddinge, Sweden; Division of Oral and Maxillofacial Surgery, Department of Clinical Dentistry, University of Bergen, Bergen, Norway
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Lau KHV. Computer-based teaching module design: principles derived from learning theories. MEDICAL EDUCATION 2014; 48:247-54. [PMID: 24528459 DOI: 10.1111/medu.12357] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2012] [Revised: 01/21/2013] [Accepted: 07/31/2013] [Indexed: 05/12/2023]
Abstract
CONTEXT The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. METHODS Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. RESULTS Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). CONCLUSIONS This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to take advantage of this unique teaching format as it gains increasing importance in medical education.
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Affiliation(s)
- K H Vincent Lau
- Department of Internal Medicine, Yale-New Haven Hospital, New Haven, Connecticut, USA
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Harrison CJ, Könings KD, Molyneux A, Schuwirth LWT, Wass V, van der Vleuten CPM. Web-based feedback after summative assessment: how do students engage? MEDICAL EDUCATION 2013; 47:734-44. [PMID: 23746163 DOI: 10.1111/medu.12209] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2012] [Revised: 10/02/2012] [Accepted: 01/20/2013] [Indexed: 05/07/2023]
Abstract
CONTEXT There is little research into how to deliver summative assessment student feedback effectively. The main aims of this study were to clarify how students engage with feedback in this context and to explore the roles of learning-related characteristics and previous and current performance. METHODS A website was developed to deliver feedback about the objective structural clinical examination (OSCE) in various formats: station by station or on skills across stations. In total, 138 students (in the third year out of five) completed a questionnaire about goal orientation, motivation, self-efficacy, control of learning beliefs and attitudes to feedback. Individual website usage was analysed over an 8-week period. Latent class analyses were used to identify profiles of students, based on their use of different aspects of the feedback website. Differences in learning-related student characteristics between profiles were assessed using analyses of variance (anovas). Individual website usage was related to OSCE performance. RESULTS In total, 132 students (95.7%) viewed the website. The number of pages viewed ranged from two to 377 (median 102). Fifty per cent of students engaged comprehensively with the feedback, 27% used it in a minimal manner, whereas a further 23% used it in a more selective way. Students who were comprehensive users of the website scored higher on the value of feedback scale, whereas students who were minimal users scored higher on extrinsic motivation. Higher performing students viewed significantly more web pages showing comparisons with peers than weaker students did. Students who just passed the assessment made least use of the feedback. CONCLUSIONS Higher performing students appeared to use the feedback more for positive affirmation than for diagnostic information. Those arguably most in need engaged least. We need to construct feedback after summative assessment in a way that will more effectively engage those students who need the most help.
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