Objective: To compare knowledge retention of the two learning methods: online (OPBL) and in-class problem-based learning (IPBL). Methods: A pre and post-test study design of the three-week research project was performed in volunteered students from two-academic year. After completing the pretest, the IPBL group performed an activity test. Then the instructor held an open discussion for further explanation and clarification. Afterwards, students performed a diagnostic test to earn their achievement score. The 3-hour activities in each learning specification part took place exactly a week apart. The contrary, the OPBL group performed all tests by log on the website. The online program not only established their weaknesses and urged them to explore core knowledge, but also recorded students' profiles. After three weeks, the post-test was arranged for both groups. Four week later, the final test was managed without prior notice. The pretest, post-test and final test forms were parallel under the same table of specifications.
Objectives: To develop a two-tier diagnostic test in medical education on the analysis of arterial blood gases (ABGs) by students with different background knowledge in anesthesiology, using a concept and knowledge map to determine table of specifications together with an open discussion and a feedback-providing method. Methods: A research and development study in which the developed diagnostic test was assessed for its efficiency by first-year residents, preclinical medical students and nurse anesthetist students who volunteered to join the project. Results: There were four major misconceptions in ABGs: First, they could not clarify the significance and relationship of the symbols. Second, they could not remember the formulas and use them appropriately. Third, they did not understand the analytical steps and lacked knowledge for clinical interpretation. Fourth, they could not apply the logical results as a guideline for patient management. Medical and nurse anesthetist students had problems mainly on the third/fourth misconceptions and partly on the first/second misconceptions. Nevertheless, residents had problems mainly on the fourth misconception and partly on the third misconception. The assessment of criterion-referenced test item difficulty, discrimination and reliability (internal consistency) was 0.59, 0.38 and 0.91 respectively. The item objective congruency (IOC) of the test was equal to 0.88. Conclusions: Using a concept and knowledge map to define the table of specifications in ABGs concepts together with an open discussion and feedback-providing method helped facilitate the scope of developing a two-tier diagnostic more practical test. Teachers can assess misconceptions of students with different background knowledge in a short period of time and have guidelines to improve pedagogy in response to their eagerness for learning.
Objectives:The purposes of this study were to develop an online computer-assisted instruction method and assess its efficiency in terms of propriety, feasibility, accuracy and utility standards. Method:The sample consisted of third-year medical students and critical care nurses, who volunteered to join the study. Research tools included online activities and student assessments, open-ended questionnaires and students' record profiles. Data was analysed using the percentage, mean, standard deviation, correlation coefficient and t-test.Results: A total of 83 out of 116 third-year medical students (71.55%) and 35 out of 56 critical care nurses (62.50%) registered through the website, and completed the learning courseware. Results of the system efficiency assessment through the tests and open-ended questionnaires showed that it was highly appropriate for use in communicating for learning; it was also found that the system was highly feasible in stimulating learners to continuously plan for self-directed learning and for system accuracy. It appeared that the system had objectivity, construct validity, concurrent validity, and internal reliability; and for system utility, it was found that learners gained high learning achievement and growth scores. Online record profiles revealed that 63 medical students and 35 nurses appreciated the significance of the developed online learning system as fair to full. Conclusion:The online computer-assisted instruction method was highly efficient. Through selfdirected learning, the students were stimulated to apply problem-solving strategies, individual help seeking strategies, and self-regulation, as well as develop critical thinking with discretion for selfassessment and continue learning with a sense of self-actualization and self-esteem.
Objective: To verify the student learning performance using the raw score, relative growth score and knowledge retention score. Methods: Thirty-two nurse anesthetist students in academic years 2011-12, Faculty of Medicine, Siriraj Hospital, Mahidol University, volunteered to participate. After pretest, they studied the designated subject via a website. After 3 weeks, the system was locked and students underwent the post-test. The final1 and final2 test were held in a classroom without prior notice. The post and final1 test as well as the final1 and final2 test took place exactly 4 weeks apart. The difference scores between pre and post-test, pre and final1 test, as well as pre and final2 test were calculated for relative growth score G1, G2 and G3 respectively. Thus the differences between G1 and G2 as well as G1 and G3 were determined as knowledge retention score R1 and R2 respectively. Results: The post, final1 and final2 test scores were significantly higher than the pretest one significantly. However, the post, final1 and final2 test scores showed no statistical difference. Though G2 and G3 appeared to decrease as compared to G1, they were not significant. The R2 showed higher than R1 without significant difference; however, they showed a strong correlation to each other (r = .69) Conclusion: The knowledge retention score was the best prediction on academic gains.
Objective: To compare the online (OPBL) and in-class problem-based learning (IPBL) in terms of educational achievement. Methods:A pre-test and post-test study design of a three-week research project was performed in volunteering students of two academic years. After completing the pre-test, the IPBL group underwent a formative assessment. The instructor then held an open discussion for further explanation and clarification. Afterwards, students faced another formative test to earn their achievement scores. The three-hour activities in each learning specification part took place exactly a week apart. On the other hand, the OPBL group performed all tests by logging on to a website. The program not only established their weaknesses and urged them to explore for core knowledge, but also recorded students' profiles. After three weeks, a post-test was arranged for both groups.Results: The pre/post-test score and growth of knowledge of the IPBL and OPBL group were 4.57 2.92, 23.74 7.58, 54.32% and 4.94 6.31, 31.67 7.07, 76.01%. There was no statistically significant difference between pre-test scores of the two groups. In both groups, post-test scores were higher than the pre-test ones. Conclusions:The on-line learning yielded flexible arrangement for self-directed learning (SDL) with better learning achievement.
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