135,487 research outputs found

    Virtual patients design and its effect on clinical reasoning and student experience : a protocol for a randomised factorial multi-centre study

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    Background Virtual Patients (VPs) are web-based representations of realistic clinical cases. They are proposed as being an optimal method for teaching clinical reasoning skills. International standards exist which define precisely what constitutes a VP. There are multiple design possibilities for VPs, however there is little formal evidence to support individual design features. The purpose of this trial is to explore the effect of two different potentially important design features on clinical reasoning skills and the student experience. These are the branching case pathways (present or absent) and structured clinical reasoning feedback (present or absent). Methods/Design This is a multi-centre randomised 2x2 factorial design study evaluating two independent variables of VP design, branching (present or absent), and structured clinical reasoning feedback (present or absent).The study will be carried out in medical student volunteers in one year group from three university medical schools in the United Kingdom, Warwick, Keele and Birmingham. There are four core musculoskeletal topics. Each case can be designed in four different ways, equating to 16 VPs required for the research. Students will be randomised to four groups, completing the four VP topics in the same order, but with each group exposed to a different VP design sequentially. All students will be exposed to the four designs. Primary outcomes are performance for each case design in a standardized fifteen item clinical reasoning assessment, integrated into each VP, which is identical for each topic. Additionally a 15-item self-reported evaluation is completed for each VP, based on a widely used EViP tool. Student patterns of use of the VPs will be recorded. In one centre, formative clinical and examination performance will be recorded, along with a self reported pre and post-intervention reasoning score, the DTI. Our power calculations indicate a sample size of 112 is required for both primary outcomes

    Providing value to a business using a lightweight design system to support knowledge reuse by designers

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    This paper describes an alternative approach to knowledge based systems in engineering than traditional geometry or explicit knowledge focused systems. Past systems have supported product optimisation rather than creative solutions and provide little benefit to businesses for bespoke and low volume products or products which do not benefit from optimisation. The approach here addresses this by supporting the creativity of designers through codified tacit knowledge and encouraging knowledge reuse for bespoke product development, in particular for small to medium sized enterprises. The implementation and evaluation of the approach is described within a company producing bespoke fixtures and tooling in shorter than average lead times. The active support of knowledge management in the company is intended to add value to the business by further reducing the lead times of the designs and creating a positive impact to business processes. The evaluation demonstrates a viable alternative framework to the traditional management of knowledge in engineering, which could be implemented by other small to medium enterprises

    Evaluating Collaborative Information Seeking Interfaces with a Search-Oriented Inspection Method and Re-framed Information Seeking Theory

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    Despite the many implicit references to the social contexts of search within Information Seeking and Retrieval research, there has been relatively little work that has specifically investigated the additional requirements for collaborative information seeking interfaces. Here, we re-assess a recent analytical inspection framework, designed for individual information seeking, and then apply it to evaluate a recent collaborative information seeking interface: SearchTogether. The framework was built upon two models of solitary information seeking, and so as part of the re-assessment we first re-frame the models for collaborative contexts. We re-frame a model of search tactics, providing revised definitions that consider known collaborators. We then re-frame a model of user profiles to analyse support for different group dynamics. After presenting an analysis of SearchTogether, we reflect on its accuracy, showing that the framework identified 8 known truths, 8 new insights, and no known-to-be-untrue insights into the design. We conclude that the framework a) can still be applied to collaborative information seeking interfaces; b) can successfully produce additional requirements for collaborative information seeking interfaces; and c) can successfully model different dynamics of collaborating searchers

    ALT-C 2010 - Conference Introduction and Abstracts

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    Analysing the Role of Interactivity in User Experience

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    An experimental investigation into the role of interaction in user experience (UX) with a controlled manipulation of interactivity features (e.g. avatars, interactive video) in a university information website is reported. The more interactive version had better affect and hedonic ratings, even though its perceived usability was worse. Analysis of qualitative data showed users were attracted to the interactive features, although they complained about poor usability. The results of the experiments are discussed to consider the role of interactivity in user experience and the differences between users’ quantitative judgements of UX and their comments on interactive features which reveal different perspectives

    Harnessing Technology: new modes of technology-enhanced learning: opportunities and challenges

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    A report commissioned by Becta to explore the potential impact on education, staff and learners of new modes of technology enhanced learning, envisaged as becoming available in subsequent years. A generative framework, developed by the researchers is described, which was used as an analytical tool to relate the possibilities of the technology described to learning and teaching activities. This report is part of the curriculum and pedagogy strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills. Between April 2008 and March 2009, the project carried out research, in three iterative phases, into the future of learning with technology. The research has drawn from, and aims to inform, all UK education sectors

    Facilitating social constructivist learning environments for product design Students using social software (Web2) and wireless mobile device.

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    It is well understood and has been well documented that there is much to gain by using social software in creating collaborative learning communities. However little is known about using a context independent interactive collaborative environment with an emphasis upon sharing, ease of use, customization and personal publishing (MobileWeb2). This paper describes an innovative and integrated MobileWeb2 technology in a product design live project setting, that assists product designers to solve a real problem to serve a real client. Students and teaching staff use a smartphone to capture design decisions and prototypes and collate and share these via an online eportfolio. From the data collected from staff/students surveys it was found that this method provided a stimulating collaborative environment that develops personal skill to bring out their latent creativity in such a way that these will become part of their project. Opportunities for mobile web2 product design projects are outlined. The logistics of providing access to appropriate hardware and software for all students are also discussed
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