Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load

Marei, Hesham; Donkers, Jeroen; Al‐Eraky, Mohamed M.; Merriënboer, Jeroen Van

doi:10.1080/0142159x.2018.1472372

Cited by 16 publications

(11 citation statements)

References 24 publications

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“…Although the study was conducted in SA, it is safe to assume that similar factors operate in schools with the same setting in various parts of the world. ere is increase in dissatisfaction with traditional curricula as reflected by several studies conducted in SA and investigating the introduction of contemporary teaching and assessment tools [10][11][12][13].…”

Section: Discussionmentioning

confidence: 99%

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Abdel‐Salam

Rodriguez

Brallier

2020

International Journal of Dentistry

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e existing dental curriculum is taught at the College of Dentistry since 2002. e aim of this research is to explore the satisfaction levels of faculty members and students with that curriculum. is information will justify a curriculum reformation plan that addresses the aspirations of both faculty members and students. In this cross-sectional study, a two-section survey was prepared. Section 1 investigated the level of satisfaction with the curriculum, and Section 2 sought reasons why participants were satisfied with the curriculum. e questionnaire was electronically mailed to faculty members, interns, and senior students. Data were analyzed to identify patterns and points of disagreement expressed by faculty and students. e overall response rate was 68.7%. e mean standard deviation (SD) score in the study sample from all respondents was 5.0 (+3.0). Faculty significantly registered higher satisfaction than students (mean (SD) = 5.9 (+2.9) and 4.1 (+2.8), P � 0.002). Results of multivariate analysis showed that faculty members were more satisfied with the curriculum than students because they thought the curriculum prepared competent graduates (regression coefficient = 1.76 and 0.69). Teaching staff and students' satisfaction levels with the curriculum were significantly associated with their perception that the curriculum produces competent graduates. Areas with low students' satisfaction levels were related to promotion of engagement with others and development of critical thinking and problem-solving skills. ese areas should be the focus of future curriculum reformation to prepare competitive graduates with competences aligned with the recommendations of the Saudi Arabia Qualification Framework and of the international benchmarks.

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Section: Discussionmentioning

confidence: 99%

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Abdel‐Salam

Rodriguez

Brallier

2020

International Journal of Dentistry

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“…The virtual space gives the learners the chances of communication, severe involvement, scripted immersive experiences, imitations, playacting and constructivist education (Kim and Park, 2020; Wiecha et al , 2010). So, it's been shown that technological advancements had allowed novel techniques for offering content and transformed it into a more thorough medium of the content offering (Marei et al , 2019). We can describe the amplified flexibility as access broadening to many programs up to the known official postgraduate credentials from several foundations and the huge electronic courses (Iskander, 2018).…”

Section: Introductionmentioning

confidence: 99%

Virtual medical learning: a comprehensive study on the role of new technologies

Zhou

Yan³

et al. 2021

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PurposeHealthcare employs informatics to offer its services through information technology where the social network can aid virtual medical learning. Since the usage of the internet and other electronic tools for medical services delivery is at the initial stage, it is essential to examine the factors that condition patients and medical elements in a virtual environment can develop relationship models on the health services. So, the authors have systematically reviewed virtual medical learning and offered some suggestions for the upcoming works. The authors have also discovered gaps in the state-of-the-art papers and provided solutions for them.Design/methodology/approachNumerous novel advancements have changed the old exercise of therapeutic and analytic learning. Virtual spaces have quickly turned into a section of the learning technology vision. Given the importance of its achievements and endless low-cost expansion of the educational system, virtual education has been considered as one of the issues raised by the information communities. Medicine and health are some of the most important fields in virtual technologies. Hence, in this paper, we have used a systematic literature review to deeply examine virtual medical learning. After establishing exclusion and inclusion criteria, an independent systematic search in Google Scholar, ACM, Scopus, Eric, Science Direct, Springer link, Emerald, Global ProQuest and IEEE for relevant studies have been performed, and 21 papers have been analyzed. Detailed data have been mined out of the papers.FindingsThe authors have found that virtual medical learning improves and expands the knowledge core and meaningfully affects the exercise. Virtual learning (VL) has been used in many therapeutic zones, like therapeutic learning, surgery, diagnosing, combining and regularizing processes. It has presented a fundamental access point and a referral mechanism for all of a course's component communities. It can also simplify communicative education, allowing learners to get abilities before applying them in a real-world situation. Also, the communicative characteristics of different VL programs can somehow be like direct teaching.Research limitations/implicationsSome excellent work may be removed owing to applying the filters to select the primary papers. Surveying all the documents on the topic of virtual medical learning is impossible, too. Nevertheless, the authors have tried to present a perfect survey of virtual medical learning. The results will be helpful for scholars to propose better virtual medical learning techniques.Practical implicationsE-learning has become an indispensable additional learning tool in medical education. The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web can change the face of higher education. The results will be helpful for scholars for the upcoming works. The application of a literature review of partial least squares theory was useful for offering comprehensive literary coverage and completing the knowledge development analysis. The authors have backed scholars and experts for better understanding the development of virtual medical learning systems via presenting comparative data and scrutinizing the present advances.Originality/valueThe paper enhances intellectual knowledge by improving the conception of virtual medical learning. It informs the development, use of virtual medical learning and the upcoming works. The lack of comprehensive papers in this field has increased the importance of this paper. The present paper can handle the pace of publications.

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“…It has been suggested that collaborative learning and social interaction through elaboration with peer discussion can reduce intrinsic and extraneous cognitive load [34]. Also, it was suggested that during collaborative VPs, students could link new information and new knowledge with the old or prior knowledge (schemata) or even build new schemata in a better way with less intrinsic and extraneous cognitive loads [5,[23][24][25]35]. These studies attributed the efficiency of collaborative learning to several factors including a) the instructional design of VPs which containing simulated clinical scenario similar to the real practice, b) social discussion and elaboration with the peers and c) continuous feedback given to the student during the collaborative VPs session by the instructor.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have shown that VPs can offer curricula that are rich in authentic activities and full of a variety of problems that can be a very effective tool for knowledge acquisition and retention [ 3 , 5 , 6 ]. In addition, several studies focused on the importance and the effect of the sequence of VPs before or after other learning instructional methods to achieve maximum benefit for the learner.…”

Section: Introductionmentioning

confidence: 99%

Effect of different teaching/learning approaches using virtual patients on student’s situational interest and cognitive load: a comparative study

2022

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Background Virtual Patients (VPs) have been receiving considerable attention in medical education as an authentic learning and teaching approach. The study aimed to evaluate the effect of using different approaches of conduction of virtual patients (VPs) on students’ cognitive load and situational interest. Methods The study is an experimental study. Two different cohorts have participated during the academic year 2019/2020 and 2020/2021. The first cohort (Group 1) was exposed to a lecture followed by an independent VPs session, and the second cohort (Group 2) was exposed to a collaborative VPs session. The situational interest and Cognitive load were compared between the two groups. All sessions are about one topic related to maxillofacial trauma. Results Findings showed that there was no significant difference between the median score of the situational interest at repeated time points during the Collaborative VPs (Group 2). However, in group 1, there was a significant difference between the median score of situational interest at repeated time points during independent VPs where the lowest score was found to be at the end of the session. Also, results showed that the collaborative VPs (Group 2) showed a high median score of situational interest than both lecture and independent VPs (Group 1). Furthermore, the study showed that there is no significant difference in the intrinsic cognitive load among the three sessions. However, the extraneous cognitive load was low in collaborative VPs (Group 2) than in both lecture and independent VPs sessions (Group 1). Conclusion The use of VPs in a collaborative interactive learning activity is more effective than its use as an independent learning activity in enhancing students’ situational interest and reducing cognitive load. However, giving independent VPs after the lecture with the same topic is considered a limitation of the study as this can affect the situational interest of the students by filling their gab of knowledge.

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Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load

Abstract: Collaborative use of VPs after a lecture is the most efficient instructional method, of those tested, as it leads to better learning and transfer combined with lower cognitive load, when compared with independent use of VPs, either before or after the lecture.

Cited by 16 publications

References 24 publications

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Student and Faculty Satisfaction with Their Dental Curriculum in a Dental College in Saudi Arabia

Virtual medical learning: a comprehensive study on the role of new technologies

Effect of different teaching/learning approaches using virtual patients on student’s situational interest and cognitive load: a comparative study

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