Structured computer-based training in the interpretation of neuroradiological images

Computer-based systems may be able to address a recognised need throughout the medical profession for a more structured approach to training. We describe a combined training system for neuroradiology, the MR Tutor that differs from previous approaches to computer-assisted training in radiology in that it provides case-based tuition whereby the system and user communicate in terms of a well-founded Image Description Language. The system implements a novel method of visualisation and interaction with a library of fully described cases utilising statistical models of similarity, typicality and disease categorisation of cases. We describe the rationale, knowledge representation and design of the system, and provide a formative evaluation of its usability and effectiveness

Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK

Issues for consideration to adopt educational computer games for learning and teaching

Computer games have started to gain attention in the domain of learning and teaching. The integration of computer games for education in the classroom has starting to gain acceptance in some countries. However, for schools which have never used computer games in the classroom, study still need to be conducted to investigate the teachers' belief and attitude toward the usage. The purpose of this paper is to examine issues for consideration when adopting educational computer games for learning and teaching. This paper also examines the concepts that related to educational computer games and aspects of learning and teaching. In addition, the theories of technology acceptance which use to assess the perception, belief and attitude of teachers and students have also been investigated

The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

Using theatre in education in a traditional lecture oriented medical curriculum

<p>Abstract</p> <p>Background</p> <p>Lectures supported by theatrical performance may enhance learning and be an attractive alternative to traditional lectures. This study describes our experience with using theatre in education for medical students since 2001.</p> <p>Methods</p> <p>The volunteer students, coached by experienced students, were given a two-week preparation period to write and prepare different dramatized headache scenarios during three supervised meetings. A theatrical performance was followed by a student presentation about history taking and clinical findings in diagnosing headache. Finally, a group discussion led by students dealt with issues raised in the performance. The evaluation of the theatre in education lecture "A Primary Care Approach to Headache" was based on feedback from students.</p> <p>Results</p> <p>More than 90% of 43 responding students fully agreed with the statement "Theatrical performance made it easier to understand the topic". More than 90% disagreed with the statements "Lecture halls were not appropriate for this kind of interaction" and "Students as teachers were not appropriate". Open-ended questions showed that the lesson was thought of as fun, good and useful by most students. The headache questions in the final exam showed results that were similar to average exam results for other questions.</p> <p>Conclusion</p> <p>Using theatrical performance in medical education was appreciated by most students and may facilitate learning and enhance empathy and team work communication skills.</p

Success in tutoring electronic troubleshooting

Two years ago Dr. Sherrie Gott of the Air Force Human Resources Laboratory described an avionics troubleshooting tutor being developed under the Basic Job Skills Research Program. The tutor, known as Sherlock, is directed at teaching the diagnostic procedures necessary to investigate complex test equipment used to maintain F-15 fighter aircraft. Since Dr. Gott's presentation in 1987, the tutor has undergone field testing at two Air Force F-15 flying wings. The results of the field test showed that after an average of 20 hours on the tutor, the 16 airmen in the experimental group (who average 28 months of experience) showed significant performance gains when compared to a control group (having a mean experience level of 37 months) who continued participating in the existing on-the-job training program. Troubleshooting performance of the tutored group approached the level of proficiency of highly experienced airmen (averaging approximately 114 months of experience), and these performance gains were confirmed in delayed testing six months following the intervention. The tutor is currently undergoing a hardware and software conversion form a Xerox Lisp environment to a PC-based environment using an object-oriented programming language. Summarized here are the results of the successful field test. The focus is on: (1) the instructional features that contributed to Sherlock's success; and (2) the implementation of these features in the PC-based version of the avionics troubleshooting tutor

The Effect Of Self-Explanation And Strategy Training On L2 Reading Comprehension Using An Intelligent Tutoring System

While research suggests that secondary language (L2) learners at postsecondary institutions face academic reading challenges, and that reading strategy training can improve primary language (L1) learners\u27 reading comprehension, it remains a challenge to find scalable ways to deliver such training to L2 learners. Intelligent tutoring systems (ITS) have been shown to be nearly as effective as human tutors while reaching potentially unlimited numbers of learners in a variety of subjects, including reading comprehension. However, few studies have explored the effectiveness of such systems for improving L2 learners\u27 reading comprehension. Self-Explanation Reading Training (SERT) is an instructional model that combines self-explanation and five reading strategies (monitoring, paraphrasing, prediction, elaboration, and bridging), and has been shown to be effective. SERT has also been built into a game-based intelligent tutoring system environment called Interactive Strategy Trainer for Active Reading and Thinking ---Motivationally Enhanced (iSTART-ME). Studies have demonstrated the effects of iSTART-ME in improving L1 students\u27 reading comprehension and learning motivation, but little evidence exists for its efficacy for L2 learners. This research tested the reading strategy training effect through iSTART-ME on 34 incoming international L2 students admitted to a large public American higher institution in the Southwest. In addition to pretests, presurveys, posttests, and postsurveys, these students received three hours training within two consecutive days right before their fall semester school courses formally started. The results showed that their self-explanation quality scores, short-answer reading comprehension test scores, and learning motivation scores were significantly improved with a medium effect size. The results also suggested that students with lower self-explanation and comprehension ability benefited the most, although all students benefitted from the training. After the training, the interviewees reported that their learning with iSTART-ME was interesting and successful, expressed a desire to learn more strategies with iSTART-ME in the future, and expected to apply the strategies they learned to other subjects. This study implied that iSTART-ME, with low cost in reaching large numbers of students, effectively taught the incoming international college students reading strategies, and improved their L2 reading comprehension abilities and learning motivations