Computer-Based Learning in Medical Education: A Critical View

Lee, William R.

doi:10.1016/j.jacr.2006.02.010

Cited by 18 publications

(15 citation statements)

References 21 publications

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“…Clinical reasoning skills are essential for medical practice (Lee 2006). Problem-based learning (PBL) (Norman & Schmidt 1992) has been identified as one possible way of fostering these skills since the group setting is particularly effective in imparting problem-solving skills (Margetson 1996;Medelez Ortega et al 2003).…”

Section: Introductionmentioning

confidence: 99%

Web-based collaborative training of clinical reasoning: A randomized trial

et al. 2009

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Background: Clinical reasoning skills are essential for medical practice. Problem-based collaborative learning via the internet might prove useful in imparting these skills. Aim: This randomized study assessed whether web-based learning (WBL) is superior to face-to-face problem-based learning (PBL) in the setting of a 6-week cardio-respiratory course. Methods: During winter term 2007/08, all 148 fourth-year medical students enrolled in the 6-week course consented to be randomized in small groups to diagnose a patient complaining of dyspnoea either using a virtual collaborative online module or a traditional PBL session. Clinical reasoning skills were assessed by means of a key feature examination at the end of the course. Results: No significant difference between the mean scores of both study groups was detected ( p ¼ 0.843). In virtual learning groups, costs for diagnostic tests were significantly correlated to the number of contributions to online group discussions (r ¼ 0.881; p ¼ 0.002). Evaluation data favored traditional PBL sessions over virtual collaborative learning. Conclusion: While virtual collaborative learning was as effective as traditional PBL regarding the acquisition of clinical reasoning skills, it was less well accepted than traditional PBL. Future research needs to determine the ideal format and time-point for computer-assisted learning in medical education.

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Section: Introductionmentioning

confidence: 99%

Web-based collaborative training of clinical reasoning: A randomized trial

et al. 2009

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“…Training of the using of the available educational facilities leads to independence in learning and continuing learning after graduation. 4,5,16 It is essential to mention that in this study, students of two semesters and two different entries participated as two comparing groups. The limitation of this study is the less number of samples.…”

Section: Discussionmentioning

confidence: 99%

Presentation and Quality Evaluation of a Novel Learning Method for Pharmacy Students in Drug Information Course

Eslami¹,

Kouti²,

Aghakouchakzadeh³

et al. 2018

IJPER

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Introduction: Personal computers or laptops and smartphones has been used to change the lecture based traditional class to an interactive workshop to educate the knowledge and skills necessary for using drug information resources in clerkship courses. Methods: After the needs assessment and educational facilities, the appropriate drug information questions corresponding to each source were designed. Students used their laptops and smartphones to find the answer to drug information questions. The OSCE exam was taken at the end of the course to evaluate the skills obtained by the students. The scores of knowledge exam and OSCE skills exam of this group were compared with students of the previous period. The data were analyzed by descriptive and inferential statistic, Paired t-Test, and Pearson Correlation. Results: The mean scores of the knowledge exam compare to prior group increased significantly (6.79 ± 0.78 in group I, 9.96 ± 0.91 in Group II, P-value<0.01). Moreover, the OSCE exam scores (6.15 ± 0.88) improved significantly (P-value<0.05) in comparison to the scores of the previous traditional lecture-based classes (4.97 ± 0.73). Conclusion: Our method to train drug information resources by the using of laptop and smartphones could be an appropriate method to improve the quality of education, students' knowledge, and skills.

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“…While students' perceptions of computerbased learning appear favorable, few strong experimental designs have been used to evaluate student learning outcomes. 13,14 Three major limitations of past research were (1) non-comparative or descriptive results, (2) lack of reported reliability, and (3) lack of an assessment of the study's effectiveness.…”

Section: Discussionmentioning

confidence: 99%

A Computer-based Module for Prescribing Error Instruction

Peeters¹,

Kamm²,

Beltyukova³

2009

Am J Pharm Educ

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Objective. To evaluate an instructional module's effectiveness at changing third-year doctor of pharmacy (PharmD) students' ability to identify and correct prescribing errors. Design. Students were randomized into 2 groups. Using a computer-based module, group 1 completed worksheet A, watched a presentation on medication errors, and then completed worksheets B and C. Group 2 completed worksheets A and B, watched the presentation, and then completed worksheet C. Assessment. Both groups scored a median 50% on worksheet A and 66.7% on worksheet C (p , 0.001). Median scores on worksheet B differed between groups (p 5 0.0014). Group 1 viewed the presentation before completing worksheet B and scored 62.5%, while group 2 viewed the presentation after scoring 50% on worksheet B. Conclusion. The module effectively taught pharmacy students to identify and correct prescribing errors.

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Computer-Based Learning in Medical Education: A Critical View

Cited by 18 publications

References 21 publications

Web-based collaborative training of clinical reasoning: A randomized trial

Web-based collaborative training of clinical reasoning: A randomized trial

Presentation and Quality Evaluation of a Novel Learning Method for Pharmacy Students in Drug Information Course

A Computer-based Module for Prescribing Error Instruction

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