Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module.
Background: Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia mod...
| Publicado en: | Medical Teacher Vol. 34; no. 10; pp. 833 - 840 |
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| Autores principales: | , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104235258&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104235258 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Oct2012 vid: 34 iid: 10 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104235258 82671566 10.3109/0142159X.2012.706727 NLM22917265 104235258 ppf: 833 ppct: 7 formats: tig: atl: Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module. aug: au: Kalet, Al. Song, H.S. Sarpel, U. Schwartz, R. Brenner, J. Ark, T.K. Plass, J. affil: New York University School of Medicine, USA sug: subj: Education, Medical Learning Methods Computer-Assisted Instruction Student Performance Appraisal Human Pretest-Posttest Design Student Knowledge Outcomes of Education Coefficient alpha Summated Rating Scaling Questionnaires User-Computer Interface Data Analysis Software Analysis of Covariance One-Way Analysis of Variance Post Hoc Analysis Confidence Intervals Odds Ratio Descriptive Statistics Funding Source ab: Background: Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia module on the abdominal exam incorporating different types of interactivity. Methods: As part of their physical diagnosis course, 162 second-year medical students were randomly assigned (1:1:1) to Watch, Click or Drag versions of the abdominal exam module. First, students' prior knowledge, spatial ability, and prior experience with abdominal exams were assessed. After using the module, students took a posttest; demonstrated the abdominal exam on a standardized patient; and wrote structured notes of their findings. Results: Data from143 students were analyzed. Baseline measures showed no differences among groups regarding prior knowledge, experience, or spatial ability. Overall there was no difference in knowledge across groups. However, physical exam scores were significantly higher for students in the Click group. Conclusions: A mid-range level of behavioral interactivity was associated with small to moderate improvements in performance of clinical skills. These improvements were likely mediated by enhanced engagement with the material, within the bounds of learners' cognitive capacity. These findings have implications for the design of CAI materials to teach procedural skills. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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