Web-Based Tools for Educating Caregivers About Childhood Fever: A Randomized Controlled Trial.

OBJECTIVES: Fever is a common reason for an emergency department visit and misconceptions abound. We assessed the effectiveness of an interactive Web-based module (WBM), read-only Web site (ROW), and written and verbal information (standard of care [SOC]) to educate caregivers about fever in their children. METHODS: Caregivers in the emergency department were randomized to a WBM, ROW, or SOC. Primary outcome was the gain score on a novel questionnaire testing knowledge surrounding measurement and management of fever. Secondary outcome was caregiver satisfaction with the interventions. RESULTS: There were 77, 79, and 77 participants in the WBM, ROW, and SOC groups, respectively. With a maximum of 33 points, Web-based interventions were associated with a significant mean (SD) pretest to immediate posttest gain score of 3.5 (4.2) for WBM (P < 0.001) and 3.5 (4.1) for ROW (P < 0.001) in contrast to a nonsignificant gain score of 0.1 (2.7) for SOC. Mean (SD) caregiver satisfaction scores (out of 32) for the WBM, ROW, and SOC groups were 22.6 (3.2), 20.7 (4.3), and 17 (6.2), respectively. All groups were significantly different from one another in the following rank: WBM > ROW > SOC (P < 0.001). CONCLUSIONS: Web-based interventions are associated with significant improvements in caregiver knowledge about fever and high caregiver satisfaction. These interventions should be used to educate caregivers pending the demonstration of improved patient-centered outcomes.

The relationship between spatial ability, cerebral blood flow and learning with dynamic images: A transcranial Doppler ultrasonography study.

Determining the effect of dynamic images on learning is often limited to performance measures. This study explores the impact from the perspective of cerebral blood flow in the brain during learning. Performance and neurophysiological response in high and low spatial ability were compared during learning with dynamic images. Individuals with high spatial ability appear to be better suited to learn with complex images such as dynamic images that move in time and space. The results presented here suggest that spatial ability can help to determine the effectiveness of the media we use for teaching.

Design it yourself (DIY): in-house instructional design for online pharmacology.

Demand for e-learning courses has risen dramatically placing pressure on institutions to offer more online courses. Third party vendors now offer courses that can be embedded directly into learning management systems. When transitioning from in-class to e-learning formats, instructors must decide whether to use commercially available courses or design in-house. The objective of this study was to evaluate our transition from delivering introductory pharmacology via a purchased e-pack to an in-house designed course. A team that included an instructional designer, an education specialist and a content expert created an online course in pharmacology. Merrill's first principles of instruction were used as a guide for the design of our online course. Where appropriate, multiple forms of media were introduced to reinforce concepts. We compared grades and design strategy from a previous iteration that was delivered using a commercially available e-pack. A cost analysis was conducted to determine the institutional setup and maintenance costs of in-house course design. The mean final grade from the in-house designed course was 81.9 (0.5) % compared to 76.4 (0.5) % for the e-pack course (P < 0.001). Course evaluations were significantly improved for the in-house course compared to the e-pack. Cost-analysis demonstrated that designing a course in-house has a high initial cost ($111,180.57) but can be maintained with minimal institutional cost ($500) in future offerings. Our results demonstrate that effective courses can be designed in-house and this should be a viable option for institutions that have appropriate resources to support instructional design.