Interactive Spaced Online Education in Pediatric Trauma

Pediatric resident trauma education is suboptimal due to lack of a curriculum and limited trauma experience and education resources. The objective of the study was to test knowledge retention and acceptability of interactive spaced education (ISE) in pediatric trauma. Prospective, randomized trial involving 40 physicians in a pediatric emergency department was used. Instrument was comprised of 48 multiple-choice questions (evaluative component) and answer critiques (educational component) on pediatric trauma divided into two modules. The instrument was assessed for test–retest reliability, item difficulty, and construct validity. Intervention consisted of online administration of each module as eight spaced emails (3 questions each) over a course of 4 weeks and was repeated after 2 and 4 months. Participants received an answer critique on committing to an answer. Primary outcome was difference in mean percentage of correct answers at 2 and 4 months versus baseline. Paired t test and effect size (d) were performed. Secondary outcome was exit-survey of ISE acceptability. There was significant improvement at 2 months (8.0, 95% confidence intervel [CI] = [3.6, 12.5], d = 0.75), but improvement at 4 months (1.6, 95% CI = [−4.5, 7.7], d = 0.18) was not significant. Sixty percent would retake and recommend ISE to others. Interactive, spaced education improves knowledge in pediatric trauma and is well accepted. Studies are required to determine the optimal spacing interval for this form of education

THE POSSIBILITY OF EDUCATIONAL DATA MINING FOR PRACTICAL SKILLS DEVELOPMENT IN LEARNING MANAGEMENT SYSTEM

The paper presents comprehensive study of applicability of Moodle virtual learning environment to the development of practical skills. The quantitative research involved faculty students and  lecturers of Vilnius College of Technologies and Design. Data analysis indicated that currently the most beneficial method to develop practical skills is blended method. This result, however, turned out to be more positive for students than for lecturers, the latter being less willing to employ technology alongside traditional classroom. The article also briefly describes data mining technologies that are often employed to plan study process, as well as depicts data flows and action sequence of the future survey. The study also puts forward recommendations for further research

Health technology assessment of online eLearning for post-registration health professionals’ education

Aim: The overall aim of this thesis was to undertake and report the findings of a health technology assessment (HTA) on the effectiveness, cost-effectiveness and acceptability of online and LAN-based eLearning, and blended learning, among post-registration healthcare professionals. Methods: This HTA comprised three studies. The first study was a systematic review of 93 randomised controlled trials evaluating the effectiveness of online and LAN-based eLearning on physicians' knowledge, skills, attitude and satisfaction. The second study compared the cost, cost-savings and return on investment between a blended and a face-to-face advanced cardiac life support course for physicians in Singapore. The third study was an online survey that assessed the acceptability of the technology among a sample of optometrists and opticians in Singapore and their scope of practice, primary eye care knowledge, views on extended roles in primary eye care, preferred mode of learning for continuing professional education, and referral behaviour. Results: The systematic review showed that online and LAN-based eLearning or blended learning compared with self-directed or face-to-face learning resulted in higher post-intervention knowledge scores (21 studies; small to large effect size; very poor quality); higher post-intervention skills scores (seven studies; large effect size; low quality); higher attitude scores (one study; very low quality); higher post-intervention satisfaction (four studies; large effect size; low quality); and higher post-intervention practice or behaviour changes (eight studies; large effect size; low quality) among physicians in the intervention groups. Fourteen studies compared eLearning with other forms of eLearning. Among these, four studies reported higher post-intervention knowledge scores (large effect size; very low quality) for participants in the intervention group. Unintended or adverse effects of the intervention were not reported among the included studies. Ninety-three studies (N=16,895) were included of which seventy-six studies compared ODE (including blended) vs self-directed/face-to-face learning. Overall the effect of ODE (including blended) on post-intervention knowledge, skills, attitude, satisfaction, practice or behaviour change and patient outcomes was inconsistent and ranged mostly from no difference between the groups to higher post-intervention score in the intervention group (small to large effect size, very low to low quality evidence). Twenty-one studies reported higher knowledge score (small to large effect size; very low quality) for the intervention while 20 studies reported no difference in knowledge between the groups. Seven studies reported higher skill score in the intervention (large effect size; low quality) while thirteen studies reported no difference in skill score between the groups. One study reported higher attitude score for the intervention (very low quality), while 4 studies reported no difference in attitude score between the groups. Four studies reported higher post-intervention physician satisfaction with the intervention (large effect size; low quality), while six studies reported no difference in satisfaction between the groups. Eight studies reported higher post-intervention practice or behaviour change for the ODE group (small to moderate effect size; low quality) while five studies reported no difference in practice or behaviour change between the groups. One study reported higher improvement in patient outcome, while three others reported no difference in patient outcome between the groups. None of the included studies reported any unintended/adverse effects, cost-effectiveness of the interventions. Although the review only focused on post-registration medical doctors, the technology could be used for the interprofessional education of post-registration medical doctors and other healthcare professionals. Such an initiative would encourage collaborative learning and facilitate task-shifting, which could address the problem of fragmentation in health care. Although eLearning and blended learning technology interventions have been implemented, primary studies have not assessed their cost-effectiveness. Hence, to ascertain the technology’s cost-saving potential, we used a blended advanced cardiac life support (B-ACLS) course as an exemplar and compared its cost to face-to-face advanced life support (F-ACLS) training. The analysis showed that the annual cost of F-ACLS training (USD$72,793) was 1.7 times higher than B-ACLS training (USD$43,467). The discounted total cost of training over the life of the course (5-years) was SGD $107,960 for B-ACLS and S$280,162 for F-ACLS. The cost of productivity loss accounted for 52% and 23% of the costs for F-ACLS and B-ACLS, respectively. B-ACLS yielded a 160% return on the money invested, yielding $1.60 for every dollar spent. There would be a 61% saving for course providers if they delivered a B-ACLS instead of F-ACLS course. The effectiveness component of the HTA showed that online eLearning and blended learning is as effective as traditional learning and has cost-saving potential. We also sought to determine if this technology could be used to train and equip optometrists and opticians in Singapore to take on an extended role in primary care, which would allow some simple primary eye care tasks to be shifted from ophthalmologists to optometrists and ease healthcare access issues at specialist hospital outpatient clinics. The survey of optometrists showed that the current roles of opticians and optometrists in Singapore were limited to diagnostic refraction (92%); colour vision assessment (65%); contact lens fitting and dispensing (62%) amongst others. The average self-rated primary eye care knowledge score was 8.2 ± 1.4; (score range 1-10; 1 = very poor, 10 = excellent). Average self-rated confidence scores for screening for cataract, diabetic retinopathy, chronic glaucoma and age-related macular degeneration were 2.7 ± 1.5; 3.7 ± 1.9; 4.0 ± 1.0 and 2.7 ± 1.5, respectively. Three fourths of the optometrists surveyed felt that they should undertake regular continuing professional education (CPE) to improve their primary eye care knowledge. Blended learning (eLearning and traditional face-to-face lectures) was the most preferred mode (46.8%) for CPE delivery. Conclusions: Overall, the findings from the HTA provide evidence of effectiveness, cost-saving of online eLearning and blended learning for training medical doctors and the acceptance of the technology in a local context to facilitate its wider adoption for training post-registration healthcare professionals’. These research outputs would have direct impact on the adoption of online eLearning, blended learning technologies in universities and educational institutes across the region with consequent impacts on post-registration health professionals’ education and policy. The results of learning will serve as a guide for policy makers to decide on investment in the learning technology and to learn about the associated factors, which would influence its adoption. This thesis resulted in three papers, of which one has been accepted for publication, the two other papers are under review.Thesis (Ph.D.) -- University of Adelaide, Adelaide Medical School, 201

영상치의학 판독 교육을 위한 학습 관리 시스템의 개발 및 평가

학위논문 (박사)-- 서울대학교 대학원 치의학대학원 치의과학과, 2017. 8. 허민석.Purpose: Moodle (Modular Object-Oriented Dynamic Learning Environment) is a well-known and verified open-source learning management system(LMS) software. This study aimed to develop and evaluate an LMS for dental radiographic interpretation practice using Moodle. Materials and Methods: The last stable version of Moodle was installed on a server, and customized for dental radiology education, named e-OMFR. After the installation process, a new course was created and set according to the learning purpose and teaching situation. The e-OMFR was constructed with four parts: glossary, wiki, forum, and quiz. Among the functions of e-OMFR, the quiz function was used for radiographic interpretation practice. Third-year undergraduate students were divided into two groups. The experimental group utilized e-OMFR for dental radiographic interpretation practice. The control group completed the radiology practice session as usual, whereas for the experimental group, 10% of the interpretation practice time was replaced by online practice for dental caries diagnosis on panoramic radiographs using e-OMFR. The students in the experimental group practiced diagnosing caries in more than 100 panoramic radiographs through online quizzes. The effectiveness of e-OMFR was evaluated by comparing the final examination scores of the two groups. The e-OMFR was surveyed by administering a questionnaire to students in the experimental group. Results: The process of installing and customizing Moodle proved to be feasible and cost-effective. Moodle was suitable for developing an LMS for dental radiographic interpretation practice. The students in the experimental group achieved higher scores in their final examination than those in the control group on the 10 questions related to interpreting dental caries on panoramic radiographs (p<0.05). On the other hand, no significant difference was detected between the groups on the other 50 questions and on previous examinations. Among the members of the experimental group, 54% answered that they found the system inconvenient. The main reason for the inconvenience was that there was no image enlargement or control function. Nevertheless, 27% indicated that the online quizzes were helpful for dental caries interpretation practice. Conclusion: The incorporation of e-OMFR in current teaching was shown to improve student performance. The e-OMFR would be practically applied to radiographic interpretation practice if the function is improved. The e-OMFR could be extended to continuing education for dentists.I. Background 1 II. Introduction 7 III. Materials and Methods 12 IV. Results 25 V. Discussion 28 VI. Conclusion 33 VII. References 34 요약(국문초록) 40 부록(설문지) 43 Appendix(Questionnaire) 45Docto

Chunk Learning Media for Cognitive Load Optimization on Science Learning

The sudden shift in the education world due to the pandemic of Covid-19 bring both challenge and opportunity at the same time. Since decades ago, the understanding of the importance to manage cognitive load for effective learning had been applied in multiple methods. Having said that, only a few addresses the opportunity to combine it with the latest trend attractive for today's young learners to minimize more extraneous cognitive load. This research discusses the matter by proposing the adoption of the combination of chunk learning, animation, and super short video in social media platforms to convey learning materials on nervous system science, which has been stamped as a hard subject for high school students. The adaptation of super short video animation on nervous system science successfully helps students cope with the daunting pile of materials align with the cognitive load theory

Changes in the methodology of medical teaching due to the COVID-19 pandemic

ABSTRACT Objective To evaluate the perceptions of students and teachers regarding remote teaching modality in comparison with the traditional face-to-face method. Methods In this observational, retrospective, comparative, single-center study, questionnaires containing three major assessment domains were sent to two groups: university professors and undergraduate and graduate students. The first domain collected demographic and general data on the platforms used. The second and third domains contained questions that compared the perception of the quality of information offered by the two systems. Results Between May and September 2020, 162 students and 71 teachers participated in the study. A greater proportion of students demonstrated previous contact with the online method, while professors had presented a greater number of courses. Most participants reported that their expectations regarding the remote teaching method were met (students, 80.3%; teachers, 94.4%). A significant number of students (83.3%) and teachers (88.7%) rated the classes as easier to attend and manage. Despite difficulties, such as concentration retention, most of the participants agree (at least partially) that the format should be maintained. Conclusion The remote teaching methodology, although still incipient in Brazil, has become a reality in light of current health restrictions. Our study demonstrated a high level of overall satisfaction and a high sense of learning from both students and faculty. However, new challenges associated with this system have been identified, such as retention of attention and interference from the external environment. Longitudinal comparative studies that incorporate various aspects of medical education in all cycles are necessary to corroborate the findings of this study. Design Retrospective comparative study, level III evidence

An empirical study of neural network-based audience response technology in a human anatomy course for pharmacy students.

This paper presents an empirical study of a formative neural network-based assessment approach, by using mobile technology to provide pharmacy students with intelligent diagnostic feedback. An unsupervised learning algorithm was integrated with an audience response system called SIDRA, in order to generate states that collect some commonality in responses to questions and add diagnostic feedback for guided learning. A total of 89 pharmacy students enrolled on a Human Anatomy course were taught using two different teaching methods. Forty-four students employed intelligent SIDRA (i-SIDRA), whereas 45 students received the same training but without using i-SIDRA. A statistically significant difference was found between the experimental group (i-SIDRA) and the control group (traditional learning methodology), with T (87)=6.598, p < 0.001. In four MCQs tests, the difference between the number of correct answers in the first attempt and in the last attempt was also studied. A global effect size of 0.644 was achieved in the meta-analysis carried out. The students expressed satisfaction with the content provided by i-SIDRA and the methodology used during the process of learning anatomy (M=4.59). The new empirical contribution presented in this paper allows instructors to perform post hoc analyses of each particular student's progress to ensure appropriate training

European Distance and E-Learning Network (EDEN). Conference Proceedings

Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio

Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review

BackgroundThe novel coronavirus disease (COVID-19) was declared a pandemic in March 2020, which necessitated adaptations to medical education. This systematic review synthesises published reports of medical educational developments and innovations that pivot to online learning from workplace-based clinical learning in response to the pandemic. The objectives were to synthesise what adaptations / innovation were implemented (description), their impact (justification), and ‘how’ and ‘why’ these were selected (explanation and rationale).MethodsThe authors systematically searched four online databases and hand-searched MedEdPublish up to December 21, 2020. Two authors independently screened titles, abstracts and full-texts, performed data extraction, and assessed the risk of bias. Our findings are reported in alignment with the STORIES (STructured apprOach to the Reporting in healthcare education of Evidence Synthesis) statement and BEME guidance.ResultsFifty-five articles were included. Most studies (n=40) were from North America, and nearly 70% focused on undergraduate medical education (UGME). Key developments were rapid shifts from workplace-based learning to virtual spaces, including online electives, telesimulation, telehealth, radiology, and pathology image repositories, live-streaming or pre-recorded videos of surgical procedures, stepping up of medical students to support clinical services, remote adaptations for clinical visits, multidisciplinary team meetings and ward rounds. Challenges or barriers included lack of personal interactions, lack of standardised telemedicine curricula and need for faculty time, technical resources and devices. Assessment of risk of bias revealed poor reporting of underpinning theory, resources, setting, educational methods, and content. ConclusionsThis review highlights the response of medical educators in deploying adaptations and innovations from workplace-based to online learning during the COVID-19 pandemic in clinical settings. Whilst innovations and adaptations have ensured learning across the continuum, explicit reporting of operationalisation of education interventions requires additional focus. We would encourage future work to fully evaluate all outcomes and move towards reporting at Kirkpatrick levels 3 or 4