Adaptive eLearning modules for cytopathology education: A review and approach

Samulski, T. Danielle; La, Teresa; Wu, Roseann I.

doi:10.1002/dc.23558

Cited by 12 publications

(10 citation statements)

References 10 publications

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“…Overall, this study demonstrated that completion of the adaptive lesson enhanced student learning in anatomy, provided a flexible and time efficient way of preparing for the end of session practical exam and showed that there was a relationship between performance in the simulated practical exam, the actual practical exam and the overall subject score. Our finding that the adaptive lesson enhanced student learning anatomy is consistent with other studies that have examined learning with adaptive learning resources versus conventional teaching methods (Wong, 2015;Samulski et al, 2016) One of the most powerful findings from this study was that the simulated practical exam assisted students in preparing for the assessed practical exam by identifying gaps in their knowledge. At the same time students found the adaptive lesson to be a time efficient way of studying.…”

Section: Discussionsupporting

confidence: 89%

Preparing for anatomy assessment with adaptive learning resources – It is going “tibia” okay!

Linden

Pemberton

Webster

2019

5th International Conference on Higher Education Advances (HEAd'19)

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Anatomy subjects are content heavy and generally have a high stakes practical examination that is difficult to prepare for outside of the laboratory. With recent advances in technology, increased class sizes and reductions in teaching time, alternative and novel teaching technologies are emerging. An adaptive online simulated practical examination was developed. This lesson was evaluated using a survey, student interviews and learning analytics. Of the 55 students who completed the survey, 92% indicated that the simulated practical examination enhanced their learning. Ninety two percent of students reported that the lesson met their needs for flexibility and importantly, our study also confirmed that there was a positive relationship between performance in the simulated practical exam and both the actual practical examination and overall subject score. Findings from this study revealed that adaptive learning technologies show significant promise and are an effective, flexible tool for preparing students for practical exams in a challenging subject.

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Section: Discussionsupporting

confidence: 89%

Preparing for anatomy assessment with adaptive learning resources – It is going “tibia” okay!

Linden

Pemberton

Webster

2019

5th International Conference on Higher Education Advances (HEAd'19)

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“…Participants repeatedly cited the inability to review prior content as a disadvantage, whereas many noted the slow upload time for images as a detracting factor. These issues have been raised previously as areas for improvement in adaptive eLearning platform technology.…”

Section: Discussionmentioning

confidence: 99%

The utility of adaptive eLearning in cervical cytopathology education

Samulski

Taylor

et al. 2017

Cancer Cytopathology

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“…While e-learning can provide these features, it generally fails to provide individualized instruction equivalent to one-on-one human tutoring [15,16]. Indeed, e-learning is rarely designed to suit the learning goals, knowledge, and preferences of health professionals and students.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Adaptive E-Learning Environments on Knowledge, Competence, and Behavior in Health Professionals and Students: Protocol for a Systematic Review and Meta-Analysis

Fontaine¹,

Cossette²,

Maheu‐Cadotte³

et al. 2017

JMIR Res Protoc

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BackgroundAdaptive e-learning environments (AEEs) can provide tailored instruction by adapting content, navigation, presentation, multimedia, and tools to each user’s navigation behavior, individual objectives, knowledge, and preferences. AEEs can have various levels of complexity, ranging from systems using a simple adaptive functionality to systems using artificial intelligence. While AEEs are promising, their effectiveness for the education of health professionals and health professions students remains unclear.ObjectiveThe purpose of this systematic review is to assess the effectiveness of AEEs in improving knowledge, competence, and behavior in health professionals and students.MethodsWe will follow the Cochrane Collaboration and the Effective Practice and Organisation of Care (EPOC) Group guidelines on systematic review methodology. A systematic search of the literature will be conducted in 6 bibliographic databases (CINAHL, EMBASE, ERIC, PsycINFO, PubMed, and Web of Science) using the concepts “adaptive e-learning environments,” “health professionals/students,” and “effects on knowledge/skills/behavior.” We will include randomized and nonrandomized controlled trials, in addition to controlled before-after, interrupted time series, and repeated measures studies published between 2005 and 2017. The title and the abstract of each study followed by a full-text assessment of potentially eligible studies will be independently screened by 2 review authors. Using the EPOC extraction form, 1 review author will conduct data extraction and a second author will validate the data extraction. The methodological quality of included studies will be independently assessed by 2 review authors using the EPOC risk of bias criteria. Included studies will be synthesized by a descriptive analysis. Where appropriate, data will be pooled using meta-analysis by applying the RevMan software version 5.1, considering the heterogeneity of studies.ResultsThe review is in progress. We plan to submit the results in the beginning of 2018.ConclusionsProviding tailored instruction to health professionals and students is a priority in order to optimize learning and clinical outcomes. This systematic review will synthesize the best available evidence regarding the effectiveness of AEEs in improving knowledge, competence, and behavior in health professionals and students. It will provide guidance to policy makers, hospital managers, and researchers in terms of AEE development, implementation, and evaluation in health care.Trial RegistrationPROSPERO International Prospective Register of Systematic Reviews: CRD42017065585; https://www.crd.york.ac.uk/PROSPERO/display_record.asp?ID=CRD42017065585 (Archived by WebCite® at http://www.webcitation.org/6rXGdDwf4)

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Adaptive eLearning modules for cytopathology education: A review and approach

Cited by 12 publications

References 10 publications

Preparing for anatomy assessment with adaptive learning resources – It is going “tibia” okay!

Preparing for anatomy assessment with adaptive learning resources – It is going “tibia” okay!

The utility of adaptive eLearning in cervical cytopathology education

Effectiveness of Adaptive E-Learning Environments on Knowledge, Competence, and Behavior in Health Professionals and Students: Protocol for a Systematic Review and Meta-Analysis

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