Personalisation and embodiment in e‐Learning for health professionals: A randomised controlled trial.
Purpose: Mayer's theory of multimedia learning proposes that personalisation and embodiment (P/E) can improve outcomes in e‐Learning. The authors hypothesised that an e‐Learning module enhanced by P/E principles would lead to higher knowledge, perceived P/E and motivation among health care professio...
| Publicado en: | Medical Education Vol. 58; no. 5; pp. 566 - 575 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
May2024
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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=176608516&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176608516 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: May2024 vid: 58 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 176608516 171292950 176608516 176608516 10.1111/medu.15198 176608516 ppf: 566 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Personalisation and embodiment in e‐Learning for health professionals: A randomised controlled trial. aug: au: Skrupky, Lee P. Stevens, Ryan W. Virk, Abinash Tande, Aaron J. Oyen, Lance J. Cook, David A. affil: Center for Clinical Knowledge Management, University of Wisconsin Health, Madison Wisconsin,, USA sug: subj: Online Education Computer-Assisted Instruction Learning Methods Health Personnel Education Professional Knowledge Motivation Course Evaluation Attitude of Health Personnel Human Male Female Randomized Controlled Trials Random Assignment Descriptive Statistics Comparative Studies Pharmacists Physicians Advanced Practice Registered Nurses Academic Medical Centers Hospitals, Community Questionnaires Pneumonia Antibiotics Confidence Intervals Personal Satisfaction Funding Source Male Female ab: Purpose: Mayer's theory of multimedia learning proposes that personalisation and embodiment (P/E) can improve outcomes in e‐Learning. The authors hypothesised that an e‐Learning module enhanced by P/E principles would lead to higher knowledge, perceived P/E and motivation among health care professionals, compared with an unenhanced module. Methods: The authors conducted a randomised trial comparing two versions of a 30‐minute multimedia e‐Learning module addressing the antibiotic management of pneumonia. The unenhanced format used slides with voiceover (human voice but no visible speaker), formal language and no specific P/E strategies. The enhanced format additionally implemented P/E strategies including conversational style, polite language, visible author, social congruence, human‐like presence and professional presence by subtly changing the script and substituting several short videos of subject matter experts. Participants included pharmacists, physicians and advanced practice providers from three academic and several community hospitals. Outcomes included knowledge, perceived P/E (assessed by the Congruence Personalisation Questionnaire, CPQ), motivation (assessed via the Instructional Materials Motivation Survey [IMMS] and Motivated Strategies for Learning Questionnaire [MSLQ]) and course satisfaction. Results: There were 406 participants including 225 pharmacists, 109 physicians and 72 advanced practice providers. Post‐module knowledge was slightly higher for the enhanced versus the unenhanced format, but the difference did not reach statistical significance (adjusted mean difference, 0.04 of 10 possible, [95% CI −0.26, 0.34], p = 0.78; Cohen d 0.02). Participant perceptions of P/E (measured via CPQ) were significantly greater for the enhanced format (difference 0.46 of 5 possible [0.35, 0.56], p < 0.001; Cohen d 0.85), as were motivational features of the e‐Learning course (measured via IMMS) (difference 0.14 of 5 possible [0.02, 0.26], p = 0.02; Cohen d 0.24). Participants' overall motivational orientation (measured via MSLQ) and course satisfaction were not significantly different between the two formats (p > 0.05). Conclusion: Application of P/E principles to an e‐Learning module led to greater perceived P/E and motivational features but did not influence knowledge. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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