Accelerating expertise: Perceptual and adaptive learning technology in medical learning

Kellman, Philip J.; Krasne, Sally

doi:10.1080/0142159x.2018.1484897

Cited by 38 publications

(64 citation statements)

References 31 publications

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“…Learners practice using real-world images and performance is measured throughout -rather than at the end of -the learning process to provide feedback in realtime. 21 While trainees are generally able to follow and easily recognize patterns highlighted in a presentation, they classically encounter di culty when a new image is encountered independently. 23 Hence, the development of expertise requires a re ned "information extraction system, not a storehouse of memorized instances."…”

Section: Discussionmentioning

confidence: 99%

“…20 Feedback provided after each classi cation task further strengthens learning. PALMs have been employed for improving expertise in several areas of medical teaching, 21 including dermatology, 22 histopathology, 23 transesophageal echocardiography (TEE), 24 and electrocardiography (ECG). 25 We developed a PALM for teaching the discrimination of ve common optic nerve ndings (glaucomatous changes, swelling, pallor, myopia, and normal nerve) and examined its effectiveness, compared to a video didactic lecture, in promoting optic nerve diagnostic skills among medical students in a prospective randomized trial.…”

Section: Introductionmentioning

confidence: 99%

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Training Visual Pattern Recognition in Ophthalmology Using a Perceptual and Adaptive Learning Module

Ahmad

Ashraf

Kellman

et al. 2021

Preprint

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Background: To evaluate the efficacy of a perceptual and adaptive learning module (PALM) for teaching the identification of five optic nerve findings.Methods: In this prospective trial at a single academic institution, second- through fourth-year medical students were randomized, by class, to the PALM or a video didactic lecture. The PALM presented the learner with a short classification task consisting of an optic nerve image with all five possible findings. Learner accuracy and response time were used to guide the sequencing of successive classification tasks. Mastery for each finding was defined as three consecutive correct identifications within a target response time of eight seconds. The lecture intervention was a narrated video designed to simulate the related part of a traditional medical school didactic lecture. Accuracy and fluency on a pre-test, post-test, and delayed test (one month after the learning intervention) were compared within and between groups using the t-test. Cohen’s d was used to estimate effect size.Results: Eighty-three students participated. Accuracy and fluency improved significantly (P < 0.001) from pre-test to immediate post-test for both the PALM (accuracy d = 2.94, fluency d = 3.39) and lecture (accuracy d = 2.32, fluency d = 1.06). At the delayed test, PALM performance remained significantly (P < 0.001) greater than the pre-test in both accuracy (d = 0.89) and fluency (d = 1.16), while lecture performance remained greater in accuracy only (d = 0.44, P = 0.02). The PALM induced greater improvements than the lecture in both accuracy and fluency on the immediate post-test and delayed test.Conclusions: The PALM is an effective modality for training identification of common optic nerve findings.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Training Visual Pattern Recognition in Ophthalmology Using a Perceptual and Adaptive Learning Module

Ahmad

Ashraf

Kellman

et al. 2021

Preprint

Self Cite

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“…Visual expertise requires individuals to enact different types of processes. The perceptual processes underlying visual expertise are fundamental because professionals cannot only rely on procedural and declarative knowledge (Kellman & Krasne, 2018) to perform their tasks. These processes can be divided into the following four stages: 1) identification of things that are worthy of further analysis, 2) recognition of relevant sections of images, 3) identification of target sections (e.g., lesions) and 4) diagnosis (Waite et al, 2019).…”

Section: Visual Expertise Skills In Dermatological Areasmentioning

confidence: 99%

Fostering Apprentice Beauticians’ Visual Expertise Through Annotations: A Design Experiment Using the Platform Realto

Coppi¹,

Cattáneo²

2021

JETS

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Professional beauticians regularly perform skin analyses and should be skilled at observing small skin anomalies and skin damages. However, little is done directly for improving their observation skills at school, during their training. In order to foster apprentices’ observation skills of skin anomalies, a new training scheme exploiting annotations and attention-guiding methods through the use of the platform Realto was developed and tested.A second year class of apprentice beauticians (N=9) was given a pre-test on the visual expertise of skin anomalies. Then, for a semester they attended multiple training sessions where firstly teachers explained skin anomaly images with the help of annotations (attention-guiding) and secondly, students were asked to observe other images of the same anomalies, annotate them, and then provide a textual description of the identified anomaly.At the end of the semester, the trained class completed a post-test and a questionnaire, and group interview have been collected. Another group of apprentices (N=19) of the third year who already completed the skin anomaly course was used as baseline. Results showed that the group who participated in the treatment mentioned almost double the amount of details noticed by the baseline group in the post-test; being trained using annotations and the Realto platform proved effective in developing observation skills, compared to normal lessons. Furthermore, apprentices confirmed, both through the questionnaire and the interviews, that they considered annotations useful for improving their observation skills and that using Realto and its annotation facilities was a good way to achieve this result.

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“… 10 As a result, adaptive learning can optimise learning efficiency. 11 A recent systematic review and meta-analysis demonstrated that AEEs appear to be effective in improving skills in both professionals and students. 9 Adaptive learning can be accurate and fluent and helps guide the spacing and sequence of learning events.…”

Section: Introductionmentioning

confidence: 99%

<p>Use of an Adaptive e-Learning Platform as a Formative Assessment Tool in the Cardiovascular System Course Component of an MBBS Programme</p>

Gupta

Ojeh

et al. 2020

AMEP

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Background Technology-enhanced learning includes the adaptive e-learning platform, a data-driven method with computer algorithms, providing customised learning enhancing critical thinking of individual learners. “Firecracker” – an online adaptive e-learning platform, and assessment software, promotes critical thinking, helps prepare students for courses and high-stakes examinations, and evaluates progress relative to co-learners. The objectives of this study were to determine the usage rates of Firecracker, examine the performance of Firecracker formative quizzes, identify the correlation between Firecracker use and performance with that of performance at summative course assessments, and assess students’ satisfaction with Firecracker usage. Methods Study participants were Year-2 MBBS (Bachelor of Medicine, Bachelor of Surgery) students (n=91) of the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados. The Firecracker Administrator uploaded quizzes covering basic science content in the Cardiovascular System course. Access, usage, and performance on Firecracker formative quizzes were retrieved from the Firecracker dashboard. A questionnaire sought the views of study participants. Results Seven sets of quizzes were administered over nine weeks, with weekly student completion rates ranging from 53% to 73%. Mean quiz scores ranged from 52% to 72%. Students completing >4 quiz sessions compared to those completing ≤4 demonstrated significantly better performance in Firecracker quizzes ( P <0.01), final examinations ( P <0.01) and in-course assessment plus final examination ( P <0.05) scores. Correlations between overall Firecracker performance and in-course assessment marks ( P <0.05); between total overall Firecracker performance and final examination ( P <0.01); and overall Firecracker performance and total course marks ( P <0.01) were all significant. Most students (70%) were happy using Firecracker and felt it complemented coursework (78%) and prepared them for course exams (58%) ( P <0.01). Conclusion Overall, Firecracker was perceived very positively and welcomed by the students. Students were satisfied with the Firecracker as a formative assessment tool, and its use correlated with improved performance in the course examinations.

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Accelerating expertise: Perceptual and adaptive learning technology in medical learning

Abstract: Through relatively short training interventions, PALMs produce large and durable improvements in trainees' abilities to accurately and fluently interpret clinical signs and tests, helping to bridge the gap between novice and expert clinicians.

Cited by 38 publications

References 31 publications

Training Visual Pattern Recognition in Ophthalmology Using a Perceptual and Adaptive Learning Module

Training Visual Pattern Recognition in Ophthalmology Using a Perceptual and Adaptive Learning Module

Fostering Apprentice Beauticians’ Visual Expertise Through Annotations: A Design Experiment Using the Platform Realto

<p>Use of an Adaptive e-Learning Platform as a Formative Assessment Tool in the Cardiovascular System Course Component of an MBBS Programme</p>

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