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1.
J Dent Hyg ; 94(1): 32-38, 2020 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-32127427

RESUMEN

Purpose: Education reflecting current knowledge is required for competent health care providers but the number of educators and/or lecture/clinical contact hours are often limited. The purpose of this study was to evaluate the learning outcomes and practicality of interactive simulation modules developed for a computerized learning system in dental hygiene education.Methods: Twenty-nine Japanese fourth-year dental hygiene undergraduates were given access to five interactive modules, delivered via a learning management system (LMS), for one month. The modules provided virtual clinical settings to take learners through decision-making processes for explaining procedures and treatments, and making appointments in English. Pre- and post-tests and a questionnaire were used to evaluate the knowledge gained and to receive learner's feedback. Participants were classified into two groups (study group and non-study group), based on their use/non-use of modules made available during the five-week period for statistical analysis.Results: Post-test scores were significantly higher in the study group (n = 22) than in the non-study group (n = 6), (p = 0.024). Post-test scores were also significantly higher than the pre-test scores in the study group (p = 0.001). No significant differences in the post- versus pre-test scores were found in the non-study group. The questionnaire response rate of 100% (n = 29) indicated that participants considered the interactive modules, including the system operation, as convenient and beneficial.Conclusion: Modules made available via a LMS for self-study were beneficial for Japanese undergraduate dental hygiene students in the acquisition of knowledge and skills for clinical decision-making in English.


Asunto(s)
Instrucción por Computador , Educación en Odontología , Evaluación Educacional , Retroalimentación , Humanos , Aprendizaje , Higiene Bucal
3.
Eur J Dent Educ ; 24(2): 276-281, 2020 May.
Artículo en Inglés | MEDLINE | ID: mdl-31925850

RESUMEN

INTRODUCTION: Rating scales have been described as better at assessing behaviours such as professionalism during Objective Structured Clinical Examinations (OSCEs). However, there is an increased need to train and calibrate staff on their use prior to student assessment. MATERIAL AND METHODS: An online e-learning package was developed and made available to all examiners at the Institute of Dentistry at the University of Aberdeen. The package included videos of three OSCE stations (medical emergency, rubber dam placement and handling a complaint) which were recorded in two different scenarios; (excellent and unsatisfactory candidate). These videos were recorded to meet a pre-defined marking score. The examiners were required to mark the six videos using pre-set marking criteria (checklist and rating scales). The rating scales included professionalism, general clinical ability and/or communication skills. For each video, examiners were given four possible options (unsatisfactory, borderline, satisfactory or excellent), and they were provided with a description for each domain. They were also required to complete a questionnaire to gather their views on the use of this e-learning environment. RESULTS: Fifteen examiners completed the task. The total scores given were very similar to the expected scores for the medical emergency and complaint stations; however, this was not the case for the rubber dam station (P-value .017 and .036). This could be attributed to some aspects of the placement of the rubber dam being unclear as commented on in the examiners questionnaires. There was consistency in the selection of marks on the rating scales (inter-examiner correlation ranged between 0.916 and 0.979). CONCLUSION: Further studies are required on the field of e-learning training to calibrate examiners for practical assessment; however, this study provides preliminary evidence to support the use of videos as part of an online training package to calibrate OSCE examiners on the use of rating scales.


Asunto(s)
Instrucción por Computador , Evaluación Educacional , Competencia Clínica , Educación en Odontología , Humanos , Aprendizaje
4.
PLoS Comput Biol ; 16(1): e1007549, 2020 01.
Artículo en Inglés | MEDLINE | ID: mdl-31940340

RESUMEN

Advanced brain imaging analysis methods, including multivariate pattern analysis (MVPA), functional connectivity, and functional alignment, have become powerful tools in cognitive neuroscience over the past decade. These tools are implemented in custom code and separate packages, often requiring different software and language proficiencies. Although usable by expert researchers, novice users face a steep learning curve. These difficulties stem from the use of new programming languages (e.g., Python), learning how to apply machine-learning methods to high-dimensional fMRI data, and minimal documentation and training materials. Furthermore, most standard fMRI analysis packages (e.g., AFNI, FSL, SPM) focus on preprocessing and univariate analyses, leaving a gap in how to integrate with advanced tools. To address these needs, we developed BrainIAK (brainiak.org), an open-source Python software package that seamlessly integrates several cutting-edge, computationally efficient techniques with other Python packages (e.g., Nilearn, Scikit-learn) for file handling, visualization, and machine learning. To disseminate these powerful tools, we developed user-friendly tutorials (in Jupyter format; https://brainiak.org/tutorials/) for learning BrainIAK and advanced fMRI analysis in Python more generally. These materials cover techniques including: MVPA (pattern classification and representational similarity analysis); parallelized searchlight analysis; background connectivity; full correlation matrix analysis; inter-subject correlation; inter-subject functional connectivity; shared response modeling; event segmentation using hidden Markov models; and real-time fMRI. For long-running jobs or large memory needs we provide detailed guidance on high-performance computing clusters. These notebooks were successfully tested at multiple sites, including as problem sets for courses at Yale and Princeton universities and at various workshops and hackathons. These materials are freely shared, with the hope that they become part of a pool of open-source software and educational materials for large-scale, reproducible fMRI analysis and accelerated discovery.


Asunto(s)
Educación Continua/métodos , Procesamiento de Imagen Asistido por Computador , Imagen por Resonancia Magnética , Neuroimagen , Instrucción por Computador , Humanos , Internet , Aprendizaje Automático , Programas Informáticos
5.
J Vet Med Educ ; 47(1): 69-77, 2020 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-30920948

RESUMEN

Empirical evidence demonstrates that student learning outcomes improve when animations are developed in alignment with the design principles of the cognitive theory of multimedia learning (CTML). The extent to which these principles are used in the design of veterinary instructional animations is unknown. In this study, we reviewed the veterinary education literature for articles that discussed specific veterinary medical animations as learning resources. The 30 referenced animations accessed through this search were analyzed to determine whether they used the CTML's 11 major design principles. Analysis revealed that the animations most commonly adhered to only 4 principles: coherence, redundancy, modality, and spatial contiguity. The majority of the 11 CTML principles were used in fewer than 40% of the animations. We also examined the alignment between raters' perceptions of the effectiveness and enjoyment of the animations and adherence to the design principles. Analyses revealed that the animations deemed by raters as most enjoyable and effective did not utilize more design principles than animations they viewed as least enjoyable and effective. The results of this study indicate many missed opportunities to increase learning by developing animated learning resources according to empirically based design principles. Decisions to include specific animations in instruction should be based on whether the resources include elements that have been shown to increase learning rather than subjective perceptions of effectiveness and enjoyment.


Asunto(s)
Instrucción por Computador , Educación en Veterinaria , Multimedia , Animales , Educación en Veterinaria/métodos , Humanos , Aprendizaje , Estudiantes
6.
J Forensic Nurs ; 16(1): 36-46, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-31299671

RESUMEN

INTRODUCTION: Corrections agencies are exploring ways to securely and cost-effectively increase access to high-quality, evidence-based educational programs for personnel. Technology-based instructional tools hold strong potential for continuing education. The Institute for Healthcare Improvement's Framework for Going to Full Scale was employed to guide a systematic approach. PURPOSE: The purpose of this article is to outline and describe the design and development of a media-rich interactive computer-based learning product, Enhancing Care for Aged and Dying in Prison, which addresses geriatric and end-of-life care issues in corrections. METHOD: Through an iterative process, the research team developed the computer-based educational program that included program and module-specific objectives in alignment with goals and priorities of the end users, detailed evidence-based content that was engaging and visually appealing, and assessments aimed at testing the user's knowledge. RESULTS: The Enhancing Care for Aged and Dying in Prison contains six modules, created under the careful guidance of the research team and the two advisory boards. Contents, including images and testimonials, were selected purposefully and strategically. Module objectives were developed in alignment with the goals and priorities of each module, and assessments tested user knowledge level pre/post module exposure. Completion of the training product advances the research and development necessary to further the goal of full-scale dissemination of the computer-based education. DISCUSSION/CONCLUSIONS: The goal of this program is to enhance care and improve quality of life for aged and dying inmates. Evidence-based training products are critical in preparing not only forensic nurses who work in corrections but also the broader group of correctional personnel in how to better meet the care needs of incarcerated persons.


Asunto(s)
Instrucción por Computador , Geriatría/educación , Prisioneros , Diseño de Software , Cuidado Terminal , Anciano , Humanos , Desarrollo de Programa , Interfaz Usuario-Computador
7.
Urology ; 135: 28-31, 2020 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-31628969

RESUMEN

OBJECTIVE: To address information overload for trainees, a concise electronic case-based urology learning program (CBULP) was developed. Previous qualitative assessments suggested CBULP's potential efficacy/utility. Herein we assess CBULP more stringently by evaluating test performance before/after reviewing a CBULP curriculum covering core concepts in testicular cancer. METHODS: Eleven of 33 CBULP testicular cancer cases were strategically selected for this curriculum. A 26 question multiple-choice test was developed to assess fundamental knowledge about testis cancer tumor biology and evaluation/management. Pretest was administered to PGY4/PGY1 residents at 2 pilot urology-training programs, and medical students interested in Urology. Participants were given 4 weeks to review the curriculum and the test was then repeated. A control group (4 PGY1s) was administered the pretest and repeat test in an analogous manner without provision of the CBULP curriculum. RESULTS: Twenty individuals took the pretest (7 medical students, 8 PGY1s, and 5 PGY4s), and 17 (85%) took the post-test (5 medical students, 8 PGY1s, and 4 PGY4s,). As expected, PGY4s performed significantly better than the other 2 groups on the pre- and post-test. However, significant improvement in test performance was seen across all groups that utilized the CBULP curriculum (P <.02), with highest increase demonstrated by PGY1 residents (4.75 more questions correct, P = .002). The control arm did not demonstrate significant improvement (P = .20). CONCLUSION: Significant improvement in test performance was observed after completion of the CBULP testicular series. This study suggests that CBULP can be an efficacious and clinically useful educational resource for urologic residents and students interested in the field.


Asunto(s)
Curriculum , Educación de Pregrado en Medicina/métodos , Internado y Residencia/métodos , Neoplasias Testiculares/diagnóstico , Urología/educación , Adulto , Competencia Clínica , Instrucción por Computador/métodos , Educación de Pregrado en Medicina/estadística & datos numéricos , Evaluación Educacional/estadística & datos numéricos , Humanos , Internado y Residencia/estadística & datos numéricos , Masculino , Evaluación de Programas y Proyectos de Salud , Estudiantes de Medicina/estadística & datos numéricos , Neoplasias Testiculares/patología , Neoplasias Testiculares/terapia
9.
Mayo Clin Proc ; 94(12): 2501-2509, 2019 12.
Artículo en Inglés | MEDLINE | ID: mdl-31806103

RESUMEN

Clinicians in today's health care environment face an overwhelming quantity of knowledge that requires continued education and lifelong learning. However, traditional continuing medical education (CME) courses cannot meet these educational needs, particularly given the proliferation of knowledge and increasing demands on clinicians' time and resources. CME courses that previously offered only in-person, face-to-face education must evolve in a learner-centric manner founded on principles of adult learning theory to remain relevant in the current era. In this article, we describe the transition of the Mayo Clinic Cardiovascular Review for Cardiology Boards and Recertification (CVBR) from a traditional course with only live content to a course integrating live, online, and enduring materials. This evolution has required leveraging technology to maximize learner engagement, offering faculty development to ensure content alignment with learner needs, and strong leadership dedicated to providing learners an unparalleled educational experience. Despite stagnation in growth of the traditional live course, these changes have increased the overall reach of the Mayo Clinic CVBR. Learners engaging with digital content have demonstrated larger increases in knowledge with less educational time commitment. Courses seeking to implement similar changes must develop formal learning objectives focused on learner needs, build an online presence that includes an assessment of learner knowledge, enlist a cohort of dedicated faculty who teach based on principles of adult learning theory, and perpetually refresh educational content based on learner feedback and performance. Following these principles will allow traditional CME courses to thrive despite learners' resource constraints and alternative means to access information.


Asunto(s)
Instrucción por Computador , Educación a Distancia/organización & administración , Educación Médica Continua/organización & administración , Humanos
10.
Top Spinal Cord Inj Rehabil ; 25(4): 303-315, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31844382

RESUMEN

Background: Community-based spinal cord injury (SCI) associations play a critical role in successful community integration of individuals having experienced an SCI, with knowledge translation being increasingly important for the process. The implementation of a new online peer-mentor training program was perceived as being useful in improving and standardizing training practices for peer mentors across Canada. It was also seen as an opportunity to explore the context, process, and influence of a formal implementation process in SCI community-based associations that are corporate members of SCI Canada with a view to informing future implementation efforts. Objectives: The objectives of this study were to (a) explore the context in which the implementation process will be conducted, (b) identify barriers and facilitators that influence the implementation process, and (c) measure the influence of the implementation process on service delivery. Methods: A sequential cross-sectional design was used with SCI Canada provincial member associations. SCI Canada's purpose is to support collaboration among provincial corporate members. SCI Canada enlisted the participation of several employees from the provincial associations to assess the implementation context using the Evidence-Based Practice Attitude Scale and the Organizational Readiness to Change Assessment and to identify barriers to and facilitators of the implementation of an evidence-based practice through an open-ended questionnaire based on the Consolidated Framework for Implementation Research. A pre-post design was used to evaluate the influence of the implementation process on peer-mentors using the Determinants of Implementation Behavior Questionnaire. Results: Participants reported an overall positive attitude toward evidence-based practice and a positive perception of the organizational readiness to change. The relevance of the practice chosen was a facilitator because peer support is central to the mission of SCI Canada and this type of practice is in line with the organization' culture and values. Equally important, but as an obstacle, is the scarcity of existing resources within the association in general and specifically resources devoted to the implementation of the program. Finally, the implementation process seems to influence half of the implementation determinant types on potential peer mentors. Conclusion: Community-based organizations, such as the provincial association members of SCI Canada, show positive context for the implementation of evidence-based practices. However, successful implementation of online peer-mentor training will require specific consideration of financial and human resources.


Asunto(s)
Educación , Mentores/educación , Grupo Paritario , Evaluación de Programas y Proyectos de Salud/métodos , Traumatismos de la Médula Espinal/rehabilitación , Adulto , Anciano , Canadá , Instrucción por Computador , Estudios Transversales , Femenino , Humanos , Masculino , Persona de Mediana Edad , Encuestas y Cuestionarios
11.
Ann Ist Super Sanita ; 55(4): 386-391, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31850867

RESUMEN

INTRODUCTION: Since 2003, strategic plans for the elimination of measles and congenital rubella have been adopted in the World Health Organization European Region. In Italy, a network of reference laboratories for measles and rubella (MoRoNet) has been recently implemented to ensure high-quality laboratory investigation for the confirmation of cases and outbreaks. Training among health care workers (HCWs) is one of the tasks of MoRoNet and an e-learning course was produced to improve the knowledge on international and national elimination plans and laboratory surveillance for measles and rubella. METHODS: The course, based on the problem based learning methodology, was offered free of charge. Data about all participants and those who completed the course have been collected and analysed. RESULTS: 5822 participants enrolled and 3995 (69%) completed the course; comparison between pre- and post-test shows a significant improvement in knowledge. The average score obtained from the satisfaction questionnaire is 4.5 out of 5. DISCUSSION AND CONCLUSIONS: Course's results are satisfactory, and data show a significant improvement in knowledge among participants. Most of them were satisfied with content, learning methodology and platform. Moreover, this course represents one of the possible strategies to overcome resistance and mistrust about vaccinations among HCWs.


Asunto(s)
Instrucción por Computador , Personal de Salud/educación , Sarampión/prevención & control , Rubéola (Sarampión Alemán)/prevención & control , Adulto , Anciano , Anciano de 80 o más Años , Actitud del Personal de Salud , Comportamiento del Consumidor , Evaluación Educacional , Femenino , Personal de Salud/psicología , Prioridades en Salud , Humanos , Italia/epidemiología , Laboratorios/organización & administración , Masculino , Sarampión/epidemiología , Persona de Mediana Edad , Vigilancia de la Población , Evaluación de Programas y Proyectos de Salud , Rubéola (Sarampión Alemán)/epidemiología , Síndrome de Rubéola Congénita/epidemiología , Síndrome de Rubéola Congénita/prevención & control , Vacunación/psicología , Organización Mundial de la Salud , Adulto Joven
12.
BMC Health Serv Res ; 19(1): 781, 2019 Nov 01.
Artículo en Inglés | MEDLINE | ID: mdl-31676005

RESUMEN

BACKGROUND: Present demographic trends show a considerable rise in elderly populations with aging disorders, such as dementia. The current article focused on the exploitation of e-learning as an informal support for caregivers of people with dementia and considered its benefits and limitations to provide proper and relevant care for this target group of people as well as maintain the quality of life of their caregivers. METHODS: The methodology of this study is based on a literature review of accessible peer-review articles from three recognized databases: Web of Science, Scopus, and PubMed. The findings of the selected studies were compared and evaluated. RESULTS: The findings showed that e-learning educational programs/courses helped caregivers feel more confident about dementia care, reduced their perceived stress and enhanced their feelings of empathy, understanding and concern. CONCLUSIONS: The findings of this study reveal that the exploitation of e-learning as a support tool, especially for informal caregivers, in the management of dementia may be a promising method, but its implementation requires professional training of informal caregivers in the use of this technology. More evidence-based studies are needed on this topic.


Asunto(s)
Cuidadores/educación , Cuidadores/psicología , Instrucción por Computador , Demencia/terapia , Humanos , Ensayos Clínicos Controlados Aleatorios como Asunto
13.
Neuropsychiatr ; 33(4): 207-211, 2019 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-31696411

RESUMEN

BACKGROUND: Learning, competence development and scientific thinking in medicine need several strategies to facilitate new diagnostic and therapeutic ways. The optimal collaboration between creative thinking and biomedical informatics provides innovation for the individual patient and for a medical school or society. Utilizing the flexibilities of an e­learning platform, a case based blended learning (CBBL) framework consisting of A) case based textbook material, B) online e­CBL with question driven learning scenarios and C) simulated patient (SP) contact seminars was developed and implemented in multiple medical fields. Real-life clinical cases were anonymized and transferred into an interactive and an interdisciplinary eLearning platform. METHODS: As an example of the offered clinical teaching-case collection, an example of a psychiatric case for the disease "posttraumatic stress disorder (PTSD)" is presented: a 30-year-old man with a history of insomnia with difficulties in falling asleep and sleeping through, nightmares, nervousness and psychomotor restlessness. The students are challenged to identify possible differential diagnoses and further get to know the patient's personal history (loss of relatives due to war, torture and flight from home country). Further, the students are guided through the principles of fear conditioning including translational aspects like neurotransmitter signaling of PTSD pathomechanism (translational and research aspects like dopamine transporter gene polymorphism, long term potentiation and synaptic signaling). RESULTS/CONCLUSION: The case presentation comprises different learning aspects: First, declarative knowledge has to be acquired and collected in basic medical sciences, knowledge that is in fact available and can be accessed on the conscious and preconscious level in long-term memory. Second, associative learning leads to the formation of neuronal connections and is an important way of learning and discovering, founded in neural associations. Third, polythematic-crosslinking thinking is needed as ability to link information in a meaningful way. These steps are a typical intellectual ability of gifted learners and researchers that combine previously seemingly unrelated areas to each other and drive innovation.


Asunto(s)
Competencia Clínica , Instrucción por Computador , Aprendizaje , Estudiantes de Medicina/psicología , Adulto , Diagnóstico Diferencial , Educación Médica , Humanos , Masculino , Trastornos del Inicio y del Mantenimiento del Sueño/complicaciones , Trastornos del Inicio y del Mantenimiento del Sueño/psicología , Trastornos por Estrés Postraumático/complicaciones , Trastornos por Estrés Postraumático/diagnóstico , Trastornos por Estrés Postraumático/psicología
14.
Clin Interv Aging ; 14: 1527-1553, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31692559

RESUMEN

Purpose: There are few interventions on an individual basis to support community-dwelling people with dementia to continue to fulfill their potential in society and to support their informal caregivers via e-Health. This study explored the effectiveness of the individualized Meeting Centers Support Program (iMCSP) consisting of DemenTalent (people with dementia work as volunteers in a society based on their talents), Dementelcoach (telephone coaching), and STAR e-Learning for caregivers, compared to regular MCSP and No day care support. Method: An explorative randomized controlled trial with pre/post measurements (M0-M6) and two groups (iMCSP and regular MCSP). In addition, a comparison was made between iMCSP and a reference No day care control group. Standardized questionnaires were administered on self-esteem, neuropsychiatric symptoms, experienced autonomy and quality of life of the person with dementia, and on caregiver's sense of competence, quality of life, and happiness. Results: The iMCSP interventions resulted in a broader group of participants utilizing the Meeting Centers. Compared to regular MCSP, DemenTalent had a moderate positive effect on neuropsychiatric symptoms, which also proved less severe. Positive affect of participants improved within the DemenTalent and regular MCSP group after six months. Caregivers of DemenTalent participants experienced less emotional impact of neuropsychiatric symptoms. No differences were found in experienced burden, sense of competence, or quality of life in caregivers using iMCSP or regular MCSP. Compared to those receiving No day care support, caregivers of DemenTalent participants and caregivers using Dementelcoach or STAR e-Learning proved happier. Post-hoc analyses, accounting for potential between-group differences in outcome measures at baseline, generally showed results in the same direction. People with dementia and caregivers highly appreciated iMCSP and regular MCSP. Conclusion: iMCSP can be effectively applied as alternative or additional support via regular Meeting Centers for people with dementia and caregivers who prefer individualized activities/support. DemenTalent decreased the severity of neuropsychiatric symptoms of people with dementia and emotional burden of caregivers. All iMCSP interventions tended to result in caregivers being happier compared to those receiving no support. Larger-scale studies are needed to investigate the effect of iMCSP on other domains of quality of life of participants.


Asunto(s)
Enfermedad de Alzheimer/rehabilitación , Cuidadores/psicología , Centros de Día/organización & administración , Procesos de Grupo , Apoyo Social , Anciano , Enfermedad de Alzheimer/psicología , Cuidadores/educación , Instrucción por Computador , Femenino , Humanos , Masculino , Persona de Mediana Edad , Pruebas Neuropsicológicas , Autonomía Personal , Calidad de Vida/psicología , Encuestas y Cuestionarios , Revisión de Utilización de Recursos
15.
Med Educ Online ; 24(1): 1679945, 2019 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-31640483

RESUMEN

Background: Ensuring that learners acquire diagnostic competence in a timely fashion is critical to providing high quality and safe patient care. Resident trainees typically gain experience by undertaking repetitive clinical encounters and receiving feedback from supervising faculty. By critically engaging with the diagnostic process, learners encapsulate medical knowledge into discrete memories that are able to be recollected and refined in subsequent clinical encounters. In the setting of exponentially increasing medical complexity and current duty hour limitations, the opportunities for successful practice in the clinical arena have become limited. Novel educational methods are needed to more efficiently bridge the gap from novice to expert diagnostician. Objective: Using a conceptual framework which incorporates deliberate practice, script theory, and learning curves, we developed an educational module prototype to coach novice learners to formulate organized knowledge (i.e. a repertoire of illness scripts) in an accelerated fashion thereby simulating the ideal experiential learning in a clinical rotation. Design: We developed the Diagnostic Expertise Acceleration Module (DEAM), a web-based module for learning illness scripts of diseases causing pediatric respiratory distress. For each case, the learner selects a diagnosis, receives structured feedback, and then creates an illness script with a subsequent expert script for comparison. Results: We validated the DEAM with seven experts, seven experienced learners and five novice learners. The module data generated meaningful learning curves of diagnostic accuracy. Case performance analysis and self-reported feedback demonstrated that the module improved a learner's ability to diagnose respiratory distress and create high-quality illness scripts. Conclusions: The DEAM allowed novice learners to engage in deliberate practice to diagnose clinical problems without a clinical encounter. The module generated learning curves to visually assess progress towards expertise. Learners acquired organized knowledge through formulation of a comprehensive list of illness scripts.


Asunto(s)
Instrucción por Computador/métodos , Internado y Residencia/métodos , Conocimiento , Aprendizaje , Modelos Educacionales , Competencia Clínica , Humanos
16.
Laryngorhinootologie ; 98(12): 869-876, 2019 Dec.
Artículo en Alemán | MEDLINE | ID: mdl-31658473

RESUMEN

OBJECTIVE: Interactive e-learning-platforms may replace the classical textbook in the future. Such media have the possible advantage of including video and audio files in a more comprehensive way, but ENT-specific platforms do not currently exist. So far, the actual needs and wishes of ENT residents are unclear and may be affected by the so called digital revolution. MATERIAL AND METHODS: An online survey was carried out addressing all ENT residents in Germany known to the German society of oto-rhino-laryngology, head and neck surgery. A 17-items survey was developed by ENT doctors receiving and providing training and distributed by e-mail. The survey was available to answer in April and May 2019. RESULTS: A total of 150 out of 671 ENT specialists and residents took part in the study. Of these, 80 % were residents and 20 % were ENT specialists. 63-80 % of the respondents already use online media in general at work, in preparation for the ENT specialist examination, for training purposes and for support as a clinician. 92-95 % of the participants indicated the willingness to use an interactive platform for their ENT specialist examination preparation and further training. On average, e-learning media are used by the responders to prepare for the ENT specialist examination or in clinical everyday life and for further training 108 or 130 min/week. The desire for surgical instruction videos is also very high. CONCLUSION: There is a high demand for a structured e-learning-platform especially for ENT. An interactive e-learning-platform would ensure, supplement and support qualified education and training.


Asunto(s)
Instrucción por Computador , Alemania , Internado y Residencia , Aprendizaje , Otolaringología , Encuestas y Cuestionarios
17.
Br J Nurs ; 28(17): 1136-1143, 2019 Sep 26.
Artículo en Inglés | MEDLINE | ID: mdl-31556728

RESUMEN

Online resources are expected within healthcare education, and a plethora of online or technology-based delivery methods are available. Reusable learning objects (RLOs) are a form of digitally supported education that can be used multiple times in various locations; they are especially favoured by nurses. Little is understood about the issues involved in their creation. This article examines the development of an RLO in respiratory physiology for first-year nurses and how those creating it worked together. Feedback during the development of the RLO was gathered over 1 year from academics, technologists and students. Issues that arose included variations and misunderstanding regarding terminology and academics' not appreciating the time it took to develop the resource and its potential. Practical matters included sourcing royalty-free or in-house images, record-keeping and version control, and addressing production logic in case developers moved to other projects. It is important to include students during the design process rather than in just evaluating the final product because user experience and navigation have to be considered together with pedagogical content. Addressing these issues when developing an RLO will help streamline the process and generate a student-focused output.


Asunto(s)
Instrucción por Computador , Bachillerato en Enfermería/organización & administración , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudiantes de Enfermería/psicología
18.
Int J Med Inform ; 131: 103945, 2019 11.
Artículo en Inglés | MEDLINE | ID: mdl-31561193

RESUMEN

BACKGROUND: Electronic health information systems (HIS) are critical components of national health systems, and have been identified as a key element in the development and strengthening of health systems globally. Novel approaches are needed to effectively and efficiently train health care workers on the use of HIS. One such approach is the use of digital eLearning programs, either alone or blended with face-to-face learning activities. METHODS: We developed a novel blended eLearning course based on an in-person HIS training package previously developed by the United States Centers for Disease Control and Prevention. We then conducted a pilot implementation of the eLearning course in Namibia and Tanzania. RESULTS: The blended eLearning pilot program enrolled 131 people, 72 (55%) from Namibia and 59 (45%) from Tanzania. The majority of enrollees were female (n = 88, 67%) and were nurses (n = 66, 50%). Of the 131 people who participated in the in-person orientation, 95 (73%) completed some or all of the eLearning modules. Across all three modules, the mean score on the post-test was significantly greater than on the pre-test (p < 0.001). When comparing results from previous in-person workshops and the blended eLearning course, we found that participants experienced strong learning gains in both, although learning gains were somewhat greater in the in-person course. Blended eLearning course participants reported good to very good satisfaction with the overall content of the course and with the eLearning modules (3.5 and 3.6 out of 5-point Likert scale). We estimate that the total cost per participant is 2.2-3.4 times greater for the in-person course (estimated cost USD $980) than for the blended eLearning course (estimated cost USD $287-$437). CONCLUSION: A blended eLearning course is an effective method with which to train healthcare workers in the basic features of HIS, and the cost is up to 3.4 times less expensive than for an in-person course with similar content.


Asunto(s)
Instrucción por Computador/métodos , Sistemas de Información en Salud/estadística & datos numéricos , Personal de Salud/educación , Aprendizaje , Sistemas en Línea/estadística & datos numéricos , Recursos Humanos/estadística & datos numéricos , Femenino , Humanos , Masculino , Namibia , Tanzanía
19.
Cyberpsychol Behav Soc Netw ; 22(9): 569-577, 2019 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-31526296

RESUMEN

This study developed and evaluated an innovative six-session constructivist-based anti-cyberbullying e-course to raise Hong Kong college students' awareness of cyberbullying and increase their intention to help cyberbullied victims. A total of 144 undergraduate students (118 female students, 26 male students; Mage = 21.05, SD = 2.19) from a Hong Kong university were randomly assigned to an intervention (n = 78) or control (n = 66) group. The intervention group participated in two 15-minute anti-cyberbullying online classes per week for 3 weeks. Participants in both groups completed five measures at the outset (T1) and end (T2, 5 weeks after the program): about their awareness of cyberbullying, likelihood, and intention to help victims, and self-efficacy to combat cyberbullying. At T1, there were no significant group differences on the five measures. Controlling for time spent on social networking sites, and previous involvement in cyberbullying, repeated-measures analyses of covariance revealed significant interaction effects for all five measures. Subsequent analyses indicated the intervention group had higher scores on the five measures than the control group. These findings show how the constructivist e-learning program promotes prosocial behavior and can reduce cyberbullying by challenging students' understanding of cyberaggression.


Asunto(s)
Instrucción por Computador/métodos , Ciberacoso/prevención & control , Internet , Estudiantes , Adulto , Femenino , Hong Kong , Humanos , Intención , Masculino , Estudiantes/psicología , Estudiantes/estadística & datos numéricos , Universidades , Adulto Joven
20.
Semin Vasc Surg ; 32(1-2): 48-67, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31540657

RESUMEN

The evolving demands of surgical training have led to the successful implementation of skills examinations in the areas of laparoscopic and endoscopic surgery. Currently, there is no similar formal skills assessment in vascular surgery, despite endovascular intervention replacing open surgery in treatment of many vascular conditions. The adoption of less invasive techniques to treat aneurysm and occlusive disease has resulted in new training paradigms and technical challenges for trainees. The duty hour restriction for trainees and declining numbers of complex open vascular interventions have added to the challenges of vascular surgery training. Simulation is a promising avenue for both skills training and assessment. The ability to evaluate the fundamental skills of trainees would be an important step to ensure a degree of uniformity in trainees' technical abilities. The role of simulation-based training in acquiring, testing, and refining these skills is still in its infancy in the vascular surgery training paradigm. This article aims to impart a deeper understanding of the conditions for developing and implementing the fundamentals of vascular and endovascular surgery, and to provide guidance regarding the role of simulation-based training in a rapidly evolving specialty. There are various forms of simulation available, including benchtop models, high-fidelity simulators, and virtual-reality simulators, and each requires a different method of proficiency assessment. Both open surgery and endovascular skills can be assessed and the application of successful implementation in academic vascular surgery training program is presented.


Asunto(s)
Certificación , Instrucción por Computador/métodos , Educación de Postgrado en Medicina/métodos , Internado y Residencia , Entrenamiento Simulado/métodos , Cirujanos/educación , Procedimientos Quirúrgicos Vasculares/educación , Certificación/normas , Competencia Clínica , Instrucción por Computador/normas , Curriculum , Educación de Postgrado en Medicina/normas , Humanos , Curva de Aprendizaje , Entrenamiento Simulado/normas , Cirujanos/normas , Procedimientos Quirúrgicos Vasculares/normas
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