| 1. |
- Berglund, Per, et al.
(författare)
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Linking Education and Research : A Roadmap for Higher Education Institutions at the Dawn of the Knowledge Society
- 2019
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Ingår i: Linking education and research. - Basel, Switzerland : MDPI. ; , s. 11-33
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In an era characterized by a move towards a “knowledge society”, universities are central in fostering “knowledgeability”, that is the reflexive understanding of knowledge in knowledge societies. The objective of “knowledgeability” can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum.The aim of this paper is to use international examples to discuss the research- education nexus from four different perspectives, namely context, policy, implementation and quality, with case studies from higher education institutions in Singapore and Sweden.We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between education and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research.
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| 2. |
- Berman, Anne H., et al.
(författare)
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Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC) : A Qualitative and Quantitative Analysis of Participants' Perceptions
- 2017
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Ingår i: Academic Psychiatry. - : Springer Science and Business Media LLC. - 1042-9670 .- 1545-7230. ; 41:5, s. 631-641
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Tidskriftsartikel (refereegranskat)abstract
- Objective The purpose of this article is to explore learners' perceptions of using virtual patients in a behavioral medicine Massive Open Online Course (MOOCs) and thereby describe innovative ways of disseminating knowledge in health-related areas. Methods A 5-week MOOC on behavioral medicine was hosted on the edX platform. The authors developed two branched virtual patients consisting of video recordings of a live standardized patient, with multiple clinical decision points and narration unfolding depending on learners' choices. Students interacted with the virtual patients to treat stress and sleep problems. Answers to the exit survey and participant comments from the discussion forum were analyzed qualitatively and quantitatively. Results In total, 19,236 participants enrolled in the MOOC, out of which 740 received the final certificate. The virtual patients were completed by 2317 and 1640 participants respectively. Among survey respondents (n = 442), 83.1% agreed that the virtual patient exercise was helpful. The qualitative analysis resulted in themes covering what it was like to work with the virtual patient, with subthemes on learner-centered education, emotions/eustress, game comparisons, what the participants learned, what surprised them, how confident participants felt about applying interventions in practice, suggestions for improvement, and previous experiences of virtual patients. Conclusions Students were enthusiastic about interacting with the virtual patients as a means to apply new knowledge about behavioral medicine interventions. The most common suggestion was to incorporate more interactive cases with various levels of complexity. Further research should include patient outcomes and focus on interprofessional aspects of learning with virtual patients in a MOOC.
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| 3. |
- Edelbring, Samuel, 1969-, et al.
(författare)
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Expectations and experiences of the collaborative aspect of virtual patient work
- 2013
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Konferensbidrag (refereegranskat)abstract
- Background: The small group setting has proved beneficial for learning (Lou et al., 2001). Furthermore, the reasoning process is a goal in itself within an interpersonal view of learning (Crook, 2010). In medical education the use of virtual patients (VPs) has emerged as a method to train clinical reasoning which implies an increased interest for peer collaboration. The VPs are however often used individually in a self-study manner. One study reports 94% individual use (Fall et al., 2005).The aim of this study is to gain knowledge about how students perceive collaboration using VPs and the reasons for individual or collaborative VP work.Summary of work: Students worked with four VPs during clinical clerkship in Rheumatology. All students during one semester (n=30) were asked to fill in a questionnaire concerning collaborative VP work. Questionnaire responses were analysed thematically (Braun and Clarke, 2006).Summary of results: Twenty-nine students (97%) answered the questionnaire. 62% of the students worked individually with the virtual patients, 24% both individually and collaboratively, and 14% only in the collaborative setting. All of those working in the collaboratively stated learning reasons for doing so. Almost all (94%) of the reasons for working individually were of practical character. Those working in both settings stated both practical and learning reasons for doing so.Conclusions: Students clearly see educational benefits of working collaboratively with VPs. However, for practical reasons collaborative case work seems often to give way to the individual self-study approach.Take-home messages: Practical opportunities should be arranged for in order to benefit from collaborative learning when using VPs.
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| 4. |
- Edelbring, Samuel, 1969-, et al.
(författare)
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Integrating virtual patients into courses: follow-up seminars and perceived benefit
- 2012
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Ingår i: Medical Education. - : Wiley-Blackwell Publishing Inc.. - 0308-0110 .- 1365-2923. ; 46:4, s. 417-425
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Tidskriftsartikel (refereegranskat)abstract
- Context: The use of virtual patients (VPs) suggests promising effects on student learning. However, currently empirical data on how best to use VPs in practice are scarce. More knowledge is needed regarding aspects of integrating VPs into a course, of which student acceptance is one key issue. Several authors call for looking beyond technology to see VPs in relation to the course context. The follow-up seminar is proposed as an important aspect of integration that warrants investigation.Methods: A cross-sectional explanatory study was performed in a clinical clerkship introduction course at four teaching hospitals affiliated to the same medical faculty. The VP-related activities were planned collaboratively by teachers from all four settings. However, each setting employed a different strategy to follow up the activity in the course. Sixteen questionnaire items were grouped into three scales pertaining to: perceived benefit of VPs; wish for more guidance on using VPs, and wish for assessment and feedback on VPs. Scale scores were compared across the four settings, which were ranked according to the level of intensity of students processing of cases during VP follow- up activities.Results: The perceived benefit of VPs and their usage were higher in the two intense-use settings compared with the moderate-and lowintensity settings. The wish for more guidance was high in the low-and one of the highintensity settings. Students in all settings displayed little interest in more assessment and feedback regarding VPs.Conclusions: High case processing intensity was related to positive perceptions of the benefit of VPs. However, the low interest in more assessment and feedback on the use of VPs indicates the need to clearly communicate the added value of the follow-up seminar. The findings suggest that a more intense follow-up pays off in terms of the benefit perceived by students. This study illustrates the need to consider VPs from the perspective of a holistic course design and not as isolated add‐ons.
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| 5. |
- Edelbring, Samuel, 1969-
(författare)
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Technology in education, necessary but not sufficient : understanding learning with virtual patients
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- With the rapid technological development and the broadening access to computers over recent decades, several technological innovations have emerged in medical education, including virtual patients. Students’ use of virtual patients is proposed to fill gaps in clinical exposure, and train clinical reasoning. However, higher education faculties have been slow to adopt new technology as a regular part of curricula. Virtual patients and similar technologies have either been implemented by enthusiastic teachers or by university policy directives. A possible reason for the low uptake of virtual patients in curricula is a lack of a clear understanding of how their use contributes to student learning. The four studies described in this thesis address learning with virtual patients from three perspectives: the student perspective on learning with virtual patients; the course integration perspective; and the individual study strategy perspective. A mixed methods approach was used given the overarching interest to seek understanding and clarification of student learning with virtual patients. Data were gathered by research interviews with medical students during clerkship, and by questionnaires in clerkship preparatory courses. Interview data was analysed by a phenomenological approach, and scales were formed from questionnaire responses which were analysed cross-sectionally for the four teaching hospitals affiliated with the medical programme at Karolinska Institutet. Use frequency, students’ perceived benefit of virtual patients, their wish for more guidance on using virtual patients and, wish for more assessment and feedback on virtual patient work were targeted in the questionnaires. Furthermore, the students’ preferences of study strategies were analysed in relation to the virtual patient activity using regulation strategy scales from the Inventory of Learning Styles devised by Jan Vermunt. The findings suggested that virtual patient learning activities offer possibilities of applying biomedical knowledge to clinical cases in a way that was engaging and supported decision-making. Furthermore, the virtual patient learning activities were perceived as having an intermediate function between textbook learning and learning with actual patients. The consequences of integration strategies in the course context were influential for how students perceived the benefit of learning with virtual patients. Intensity of processing of virtual patient cases, and presenting cases for other students were associated with high perceived benefit of virtual patient learning activities. Students’ self-regulation abilities were also associated with perceived benefit of the virtual patient learning activities, although to a lesser extent than the influence of the course context. The technology of virtual patients provides possibilities that enhance student learning, and should thus be a necessary part of education. However, this research show that an educational integration strategy is needed that supports students’ active processing of virtual patient cases.
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| 6. |
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| 7. |
- Garrote Jurado, Ramon, 1962-
(författare)
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Educational Software in Engineering Education
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis contributes to the quality of engineering education and the accessibility of education worldwide by promoting computer-enhanced teaching and learning. It uses the epistemology of John Dewey (1859-1952) and the action research methodology first advanced by Kurt Lewin (1890-1947). A mixed methods approach that combines qualitative case studies with quantitative research methods is used.In the first of three case studies engineering students working on their final degree projects participated. To elicit interaction, a learning management system (LMS) was used and the students were strongly encouraged to discuss various aspects of their work.The second case focused on the barriers to a wider utilization of educational software in engineering education. The case is delimited to lecturers at the School of Engineering at the University of Borås. The investigation focuses on the lecturers’ reluctance to use educational technology and the slow uptake of new pedagogical methods in engineering education.The third case study covers three subsets of participants. A course intended to improve lecturers handling skills and motivation to utilize educational software in a pedagogically sound manner was given in Cuba, Guatemala and Peru.The first case demonstrated that computer-enhanced collaborative learning can improve the learning experience and performance of engineering students. The second case showed that LMS tools that facilitate traditional methods are used routinely, whereas lecturers often refrain from using features intended to facilitate collaboration and the creation of communities of learners.The third case study investigated the use of a complete course package, with all course material and software contained on the same USB drive (LiveUSB Mediated Education, LUME). It is asserted that LUME can facilitate constructivist pedagogical methods and help overcome the reluctance of lecturers to utilize educational software in a pedagogical sound way.
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| 8. |
- Hadadgar, Arash, et al.
(författare)
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A Theory-Based Study of Factors Explaining General Practitioners' Intention to Use and Participation in Electronic Continuing Medical Education
- 2016
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Ingår i: Journal of Continuing Education in the Health Professions. - : Lippincott Williams & Wilkins. - 0894-1912 .- 1554-558X. ; 36:4, s. 290-294
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Electronic modes of continuing medical education (eCME) can provide an appropriate and scalable way of updating the knowledge and skills of general practitioners (GPs). To optimize the adoption of eCME and develop efficient and cost-effective eCME programs, factors explaining GPs' intention to use eCME must first be elucidated. Methods: Using the Theory of Planned Behavior as a framework, we developed a questionnaire and administered it to GPs in seven CME seminars in Isfahan, Iran, in 2014. Three domains of GPs' intention to use eCME were measured: attitudes, perceived behavioral control, and subjective norms. We used linear and logistic regression to identify the main predictors of intention and behavior. Results: GPs who had high score in perceived behavioral control and a more positive attitude toward e-learning had a higher intention to adopt it for CME. In contrast, subjective norms (eg, social pressures to use eCME) were not a predictor. Attitude toward usefulness of eCME was the main predictor of being an actual eCME user. Discussion: Perceived behavioral control and attitude constitute the main predictors of the intention to use eCME. Establishing discussions forums and strengthening organizational support for eCME through an increased awareness among clinical superiors and CME managers would be expected to increase GPs' intention to use eCME.
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| 9. |
- Hadadgar, Arash, et al.
(författare)
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Applicability of the theory of planned behavior in explaining the general practitioners eLearning use in continuing medical education
- 2016
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Ingår i: BMC Medical Education. - : BioMed Central. - 1472-6920. ; 16
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Tidskriftsartikel (refereegranskat)abstract
- Background: General practitioners (GP) update their knowledge and skills by participating in continuing medical education (CME) programs either in a traditional or an e-Learning format. GPs' beliefs about electronic format of CME have been studied but without an explicit theoretical framework which makes the findings difficult to interpret. In other health disciplines, researchers used theory of planned behavior (TPB) to predict user's behavior. Methods: In this study, an instrument was developed to investigate GPs' intention to use e-Learning in CME based on TPB. The goodness of fit of TPB was measured using confirmatory factor analysis and the relationship between latent variables was assessed using structural equation modeling. Results: A total of 148 GPs participated in the study. Most of the items in the questionnaire related well to the TPB theoretical constructs, and the model had good fitness. The perceived behavioral control and attitudinal constructs were included, and the subjective norms construct was excluded from the structural model. The developed questionnaire could explain 66 % of the GPs' intention variance. Conclusions: The TPB could be used as a model to construct instruments that investigate GPs' intention to participate in e-Learning programs in CME. The findings from the study will encourage CME managers and researchers to explore the developed instrument as a mean to explain and improve the GPs' intentions to use eLearning in CME.
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| 10. |
- Hadadgar, Arash, et al.
(författare)
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Creating and validating e-cases as educational tools in general practitioners' continuing medical education context
- 2018
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Ingår i: Bio-Algorithms and Med-Systems. - : Walter de Gruyter. - 1895-9091 .- 1896-530X. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- Objective: This study aimed at creating electronic cases (e-cases) and analyzing their validity as a diagnostic assessment tool within the context of continuing medical education (CME) to measure general practitioners' (GPs) knowledge of common infectious disease. Methods: We designed assessment e-cases in an electronic CME platform. The e-cases were designed to measure GPs' knowledge about diagnosis and treatment of common infectious disease in outpatient settings. The data collected were analyzed for five forms of evidence: content, response process, internal structure, relations with other variables and consequences. Results: A total of 46 GPs participated in the study. Among them, 87% perceived the e-cases as resembling the patients whom they visit in their everyday practice. Although attendance in this activity made 85% of the participants more cautious about prescription of antibiotics, we could not detect any statistically significant association between the assessment scores and the physicians' previous antibiotic prescription. The diagnos- e tic assessment with e-cases was supported by most of the elements of validity evidence, including content, response process, internal structure and consequences. Conclusions: Overall, evidence suggests that using e-cases might be a valid diagnostic assessment CME activity to measure GPs' knowledge of common infectious disease, but more research is necessary.
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| 11. |
- Hervatis, Vasilis, et al.
(författare)
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A Conceptual Analytics Model for an Outcome-Driven Quality Management Framework as Part of Professional Healthcare Education.
- 2015
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Ingår i: JMIR Medical Education. - : JMIR Publications Inc.. - 2369-3762. ; 1:2
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Preparing the future health care professional workforce in a changing world is a significant undertaking. Educators and other decision makers look to evidence-based knowledge to improve quality of education. Analytics, the use of data to generate insights and support decisions, have been applied successfully across numerous application domains. Health care professional education is one area where great potential is yet to be realized. Previous research of Academic and Learning analytics has mainly focused on technical issues. The focus of this study relates to its practical implementation in the setting of health care education.OBJECTIVE: The aim of this study is to create a conceptual model for a deeper understanding of the synthesizing process, and transforming data into information to support educators' decision making.METHODS: A deductive case study approach was applied to develop the conceptual model.RESULTS: The analytics loop works both in theory and in practice. The conceptual model encompasses the underlying data, the quality indicators, and decision support for educators.CONCLUSIONS: The model illustrates how a theory can be applied to a traditional data-driven analytics approach, and alongside the context- or need-driven analytics approach.
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| 12. |
- Jafari, Javad, et al.
(författare)
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Exploring educational needs and design aspects of internet-enabled patient education for persons with diabetes : a qualitative interview study.
- 2016
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Ingår i: BMJ Open. - : BMJ Publishing Group Ltd. - 2044-6055. ; 6, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The objective of this article is to explorethe educational needs and design aspects ofpersonalised internet-enabled education for patientswith diabetes in Iran.Design: Data were collected using semistructuredinterviews and then qualitatively analysed usinginductive content analysis.Participants: 9 patients with type 2 diabetes wereincluded. Inclusion criteria were access to andknowledge on how to use the internet. The selectionensured representation based on gender, age,occupation and educational background.Setting: The sample population was patients withdiabetes who were admitted to an outpatient diabetesclinic in Mashhad, a large city of Iran with about 3million inhabitants.Results: 4 core categories emerged from the data: (1)seeking knowledge about diabetes, including specificknowledge acquisition, patient’s interactions andlearning requirements; (2) teaching and learning,including using different teaching methods anddifferent ways to learn about the disease; (3)facilitators, including internet and mobile phone use tolearn about the disease; and (4) barriers, including lackof internet access, uncertainty of access to the internetand lack of website in the local language and alsoperceived cultural barriers, such as patients’ fears ofthe internet, lack of time and awareness.Conclusions: This study provides a betterunderstanding of the patient’s educational expectationsand technical needs in relation to internet-enablededucation. This knowledge will inform the developmentof functional mock-ups in the next research phaseusing a design-based research approach in order todesign internet-enabled patient education for selfmanagementof diabetes.
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| 13. |
- Kononowicz, Andrzej A., et al.
(författare)
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Virtual Patient Simulations in Health Professions Education : Systematic Review and Meta-Analysis by the Digital Health Education Collaboration
- 2019
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Ingår i: Journal of Medical Internet Research. - : JMIR Publications. - 1438-8871. ; 21:7
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Forskningsöversikt (refereegranskat)abstract
- Background: Virtual patients are interactive digital simulations of clinical scenarios for the purpose of health professions education. There is no current collated evidence on the effectiveness of this form of education.Objective: The goal of this study was to evaluate the effectiveness of virtual patients compared with traditional education, blended with traditional education, compared with other types of digital education, and design variants of virtual patients in health professions education. The outcomes of interest were knowledge, skills, attitudes, and satisfaction.Methods: We performed a systematic review on the effectiveness of virtual patient simulations in pre- and postregistration health professions education following Cochrane methodology. We searched 7 databases from the year 1990 up to September 2018. No language restrictions were applied. We included randomized controlled trials and cluster randomized trials. We independently selected studies, extracted data, and assessed risk of bias and then compared the information in pairs. We contacted study authors for additional information if necessary. All pooled analyses were based on random-effects models.Results: A total of 51 trials involving 4696 participants met our inclusion criteria. Furthermore, 25 studies compared virtual patients with traditional education, 11 studies investigated virtual patients as blended learning, 5 studies compared virtual patients with different forms of digital education, and 10 studies compared different design variants. The pooled analysis of studies comparing the effect of virtual patients to traditional education showed similar results for knowledge (standardized mean difference [SMD]=0.11, 95% CI -0.17 to 0.39, I-2=74%, n=927) and favored virtual patients for skills (SMD=0.90, 95% CI 0.49 to 1.32, I-2=88%, n=897). Studies measuring attitudes and satisfaction predominantly used surveys with item-by-item comparison. Trials comparing virtual patients with different forms of digital education and design variants were not numerous enough to give clear recommendations. Several methodological limitations in the included studies and heterogeneity contributed to a generally low quality of evidence.Conclusions: Low to modest and mixed evidence suggests that when compared with traditional education, virtual patients can more effectively improve skills, and at least as effectively improve knowledge. The skills that improved were clinical reasoning, procedural skills, and a mix of procedural and team skills. We found evidence of effectiveness in both high-income and low-and middle-income countries, demonstrating the global applicability of virtual patients. Further research should explore the utility of different design variants of virtual patients.
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| 14. |
- Kononowicz, Andrzej, et al.
(författare)
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Virtual patients - what are we talking about? : A framework to classify the meanings of the term in healthcare education
- 2015
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Ingår i: BMC Medical Education. - : BioMed Central (BMC). - 1472-6920. ; 15
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Forskningsöversikt (refereegranskat)abstract
- BackgroundThe term "virtual patients" (VPs) has been used for many years in academic publications, but its meaning varies, leading to confusion. Our aim was to investigate and categorize the use of the term "virtual patient" and then classify its use in healthcare education.MethodsA literature review was conducted to determine all articles using the term "virtual patient" in the title or abstract. These articles were categorized into: Education, Clinical Procedures, Clinical Research and E-Health. All educational articles were further classified based on a framework published by Talbot et al. which was further developed using a deductive content analysis approach.Results536 articles published between 1991 and December 2013 were included in the study. From these, 330 were categorized as educational. Classifying these showed that 37% articles used VPs in the form of Interactive Patient Scenarios. VPs in form of High Fidelity Software Simulations (19%) and Virtual Standardized Patients (16%) were also frequent. Less frequent were other forms, such as VP Games.Analyzing the literature across time shows an overall trend towards the use of Interactive Patient Scenarios as the predominant form of VPs in healthcare education.ConclusionsThe main form of educational VPs in the literature are Interactive Patient Scenarios despite rapid technical advances that would support more complex applications. The adapted classification provides a valuable model for VP developers and researchers in healthcare education to more clearly communicate the type of VP they are addressing avoiding misunderstandings.
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| 15. |
- Kyaw, Bhone Myint, et al.
(författare)
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Virtual Reality for Health Professions Education : Systematic Review and Meta-Analysis by the Digital Health Education Collaboration
- 2019
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Ingår i: Journal of Medical Internet Research. - : JMIR PUBLICATIONS, INC. - 1438-8871. ; 21:1
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Forskningsöversikt (refereegranskat)abstract
- Background: Virtual reality (VR) is a technology that allows the user to explore and manipulate computer-generated real or artificial three-dimensional multimedia sensory environments in real time to gain practical knowledge that can be used in clinical practice. Objective: The aim of this systematic review was to evaluate the effectiveness of VR for educating health professionals and improving their knowledge, cognitive skills, attitudes, and satisfaction. Methods: We performed a systematic review of the effectiveness of VR in pre- and postregistration health professions education following the gold standard Cochrane methodology. We searched 7 databases from the year 1990 to August 2017. No language restrictions were applied. We included randomized controlled trials and cluster-randomized trials. We independently selected studies, extracted data, and assessed risk of bias, and then, we compared the information in pairs. We contacted authors of the studies for additional information if necessary. All pooled analyses were based on random-effects models. We used the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) approach to rate the quality of the body of evidence. Results: A total of 31 studies (2407 participants) were included. Meta-analysis of 8 studies found that VR slightly improves postintervention knowledge scores when compared with traditional learning (standardized mean difference [SMD]=0.44; 95% CI 0.18-0.69; I-2=49%; 603 participants; moderate certainty evidence) or other types of digital education such as online or offline digital education (SMD=0.43; 95% CI 0.07-0.79; I-2=78%; 608 participants [8 studies]; low certainty evidence). Another meta-analysis of 4 studies found that VR improves health professionals' cognitive skills when compared with traditional learning (SMD=1.12; 95% CI 0.81-1.43; I-2=0%; 235 participants; large effect size; moderate certainty evidence). Two studies compared the effect of VR with other forms of digital education on skills, favoring the VR group (SMD=0.5; 95% CI 0.32-0.69; I-2=0%; 467 participants; moderate effect size; low certainty evidence). The findings for attitudes and satisfaction were mixed and inconclusive. None of the studies reported any patient-related outcomes, behavior change, as well as unintended or adverse effects of VR. Overall, the certainty of evidence according to the GRADE criteria ranged from low to moderate. We downgraded our certainty of evidence primarily because of the risk of bias and/or inconsistency. Conclusions: We found evidence suggesting that VR improves postintervention knowledge and skills outcomes of health professionals when compared with traditional education or other types of digital education such as online or offline digital education. The findings on other outcomes are limited. Future research should evaluate the effectiveness of immersive and interactive forms of VR and evaluate other outcomes such as attitude, satisfaction, cost-effectiveness, and clinical practice or behavior change.
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| 16. |
- Rosén, A, et al.
(författare)
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A systematic approach to improve oral and maxillofacial surgery education
- 2010
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Ingår i: European Journal of Dental Education. - : Wiley. - 1396-5883 .- 1600-0579. ; 15:4, s. 223-230
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Tidskriftsartikel (refereegranskat)abstract
- To improve teaching quality and student satisfaction, a new curriculum in Oral Surgery was implemented at Karolinska Institutet in 2007. This paper describes the curriculum change as well as the results regarding quality, satisfaction, cost-effectiveness and workload for teachers and staff. To design the new curriculum, all members of the teaching staff participated in a series of group discussions where problems with the previous curriculum were identified and ideas on how to improve the curriculum were discussed. Cost-effectiveness was evaluated by comparing the number of teaching sessions between the new and the old curriculum. A questionnaire was used to investigate the staffs’ perceived change in workload and teaching quality. The students’ satisfaction and attitudes to learning was screened for by on-line questionnaires. The large amount of passive observational teaching was considered as the main problem with the old curriculum. Half of these sessions were replaced by either clinical seminars or demonstrations performed in an interactive form. Students rated the new curriculum as a clear improvement. Analyses of time and cost-effectiveness showed a decrease in teaching sessions by almost 50%. Generally, the teachers were more positive towards the changes compared to the non-teaching staff. The students rated the new type of learning activities relatively high, whilst the traditional observational teaching was seen as less satisfactory. They preferred to learn in a practical way and few indicated analytic or emotional preferences. The majority of the students reported a good alignment between the new course curriculum and the final exam.
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| 17. |
- Stathakarou, Natalia, et al.
(författare)
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MOOC Learners' Engagement with Two Variants of Virtual Patients : A Randomised Trial
- 2018
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 8:2
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Tidskriftsartikel (refereegranskat)abstract
- Introduction: Massive Open Online Courses (MOOCs) are an increasingly popular form of education in health professional education. VPs have been introduced in MOOCs to increase interactivity. There is a lack of research in understanding the reasons behind high dropout rates in MOOCs. We explored how learners interact with VPs and compared the significance of different VP designs on dropout rates. Methods: RCT of 378 participants split into two groups to interact with two VPs using different design: branching and linear. Data on node progression and VP attempts was analysed using descriptive and quantitative analysis. Results: Eight groups of learner interaction patterns were identified. The majority of learners completed the VP in a linear path in one attempt. A significant number either completed the case in a loop path in one attempt, completed in a linear path in multiple attempts or dropped out without attempting the case. VP design has a significant effect on dropout rates of learners. There is a higher dropout rate from a branched VP compared to linear VP. Discussion: Prior research showed that branched VPs are more engaging and promote greater learning compared to linear VPs. However, our results indicate that branched VPs had greater dropout compared to VPs that require less time to be solved. Conclusions: We conclude that branching had a negative effect on completion of the VP activity in the MOOC. Moreover, we believe that more complex VPs require more effort on task and this might not be a design that facilitates the interaction in a MOOC audience, where the participants might wish to acquire the basic medical knowledge offered by the course.
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| 18. |
- Vaitsis, Christos, et al.
(författare)
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Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD) : A Proposal.
- 2016
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Ingår i: JMIR Research Protocols. - : JMIR Publications Inc.. - 1929-0748. ; 5:3
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities.OBJECTIVE: The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education.METHODS: We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content.RESULTS: The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization.CONCLUSIONS: Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts.
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| 19. |
- Zary, Nabil, et al.
(författare)
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Impact of the virtual patient introduction on the clinical reasoning process in dental education
- 2012
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Ingår i: Bio-Algorithms and Med-Systems. - : Walter de Gruyter GmbH. - 1895-9091 .- 1896-530X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- Background In the Virtual patient system Web-SP, the case authoring is entirely delegated to faculty. An analysis of the virtual patients (VPs) authored by faculty showed that the most common practice chosen by the case authors was to provide an introductory clinical vignette including rich anamnestic data. To evaluate the influence of the vignette, a controlled trial was conducted to determine if the absence of vignette would influence the students' therapeutic decisions and their clinical reasoning. Methods This double blind controlled trial randomized 57 fourth year dentistry students into two groups. Two virtual patient cases were created with the same content in both groups, but the VPs encountered by the intervention group lacked the introductory vignette. The therapy decisions and the history taking activity were scored and analysed by the course director. A stratified analysis was undertaken, stratifying by day. Results There were no statistically significant differences between the two groups with respect to their therapeutic decision scores (p=.16). Participants in both groups were equivalent with respect to the number of relevant medical history questions asked (p=.33) and the number of irrelevant questions asked (p=.20) Conclusions This study indicates that vignettes did not have an impact on students' clinical reasoning process. The use of detailed vignettes or case introductions might not be needed. A possible reason includes students' prior exposure for a full semester to other VPs for course work and clinical reasoning. Perhaps the intervention was too subtle to impact on learners at this stage of development. Clinical vignettes might have more impact at earlier stages of student learning such as early in the semester but not as preparation for final exam. The limited number of participants may have concealed differences between the groups. We also need to investigate if the one-hour limit given the students might influence the therapeutic decisions.
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| 20. |
- Zary, Nabil
(författare)
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Virtual patients for education, assessment and research : a web-based approach
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Virtual simulations of patient encounters have been an increasingly important complement in the development of healthcare competence. Virtual patients (VPs) are interactive computer programs that simulate real-life clinical scenarios, provide an effective way for healthcare professionals and students to not only learn about a wide range of clinical topics, but also to practice in a virtual and therefore safe environment. The purpose of this thesis is to systematically design and develop a virtual patient system (Web-SP), evaluate its usability, acceptance and applicability in health-sciences education. Then as a subsequent step, use the newly-developed Web-SP system as a research tool to produce evidence for best practices regarding the authoring and implementation of VPs in health-sciences curricula and their use for learning and assessment. Four studies were undertaken. Study I focused on the design and development of the Web-SP system with the aim to enable the authoring of VPs by faculty. Study II aimed at evaluating the usability, acceptance and applicability of Web-SP when integrated in medicine, dentistry and pharmacy courses. Study III explored the importance of the feedback module and its influence on the utilization of virtual patients by students. Study IV was a randomized controlled trial (RCT) that investigated the impact of the clinical vignette component using history taking reasoning and therapeutic decisions as outcome measures. The evaluation of the usability and the acceptance of the Web-SP system, as well as the built-in authoring environment, were positive. The students found the VPs created by the teachers to be engaging, realistic, fun to use, instructive and relevant to their courses. The applicability of Web-SP was demonstrated when integrated in three different healthcare science courses and applied in pre-clinical and clinical settings. The results of the experimental studies showed that the students clearly favoured VPs with feedback compared to VPs without feedback. Furthermore, the availability of feedback fostered a deeper mode of engagement with the VPs. Furthermore, an RCT showed that variations in the amount of clinical data presented in the introductory clinical vignette component did not have an impact on the history-taking reasoning, nor the therapeutic decisions, an important finding when VPs are used to assess the students performances. The increasing adoption and implementation of Web-SP at several universities opens up opportunities for joint efforts in planning and conducting interventions to produce conclusive evidence, and also enables scientific procedures such as multi-centre RCT and systematic reviews.
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| 21. |
- Zhu, Egui, et al.
(författare)
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Augmented reality in healthcare education : an integrative review
- 2014
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Ingår i: PeerJ. - : PeerJ. - 2167-8359. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Background. The effective development of healthcare competencies poses great educational challenges. A possible approach to provide learning opportunities is the use of augmented reality (AR) where virtual learning experiences can be embedded in a real physical context. The aim of this study was to provide a comprehensive overview of the current state of the art in terms of user acceptance, the AR applications developed and the effect of AR on the development of competencies in healthcare. Methods. We conducted an integrative review. Integrative reviews are the broadest type of research review methods allowing for the inclusion of various research designs to more fully understand a phenomenon of concern. Our review included multi-disciplinary research publications in English reported until 2012. Results. 2529 research papers were found from ERIC, CINAHL, Medline, PubMed, Web of Science and Springer-link. Three qualitative, 20 quantitative and 2 mixed studies were included. Using a thematic analysis, we've described three aspects related to the research, technology and education. This study showed that AR was applied in a wide range of topics in healthcare education. Furthermore acceptance for AR as a learning technology was reported among the learners and its potential for improving different types of competencies. Discussion. AR is still considered as a novelty in the literature. Most of the studies reported early prototypes. Also the designed AR applications lacked an explicit pedagogical theoretical framework. Finally the learning strategies adopted were of the traditional style 'see one, do one and teach one' and do not integrate clinical competencies to ensure patients' safety.
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