Development and evaluation of a computer-aided learning package for minor oral surgery teaching

Matthew, Ian; Pollard, David; Frame, J.W.

doi:10.1046/j.1365-2923.1998.00156.x

Cited by 19 publications

(13 citation statements)

References 7 publications

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“…In this context veterinary medicine has some unique requirements and videos have been used to highlight safe animal handling [1,2], species-specific welfare issues [16] and disease [17,6]. Other reported uses of video technology in veterinary medicine are comparable with other fields of medicine, such as use in anatomy and surgery [18,19] and pathology [20] teaching.…”

Section: Introductionmentioning

confidence: 99%

Veterinary students' usage and perception of video teaching resources

2011

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BackgroundThe purpose of our study was to use a student-centred approach to develop an online video learning resource (called 'Moo Tube') at the School of Veterinary Medicine and Science, University of Nottingham, UK and also to provide guidance for other academics in the School wishing to develop a similar resource in the future.MethodsA focus group in the format of the nominal group technique was used to garner the opinions of 12 undergraduate students (3 from year-1, 4 from year-2 and 5 from year-3). Students generated lists of items in response to key questions, these responses were thematically analysed to generate key themes which were compared between the different year groups. The number of visits to 'Moo Tube' before and after an objective structured practical examination (OSPE) was also analysed to provide data on video usage.ResultsStudents highlighted a number of strengths of video resources which can be grouped into four overarching themes: (1) teaching enhancement, (2) accessibility, (3) technical quality and (4) video content. Of these themes, students rated teaching enhancement and accessibility most highly. Video usage was seen to significantly increase (P < 0.05) prior to an examination and significantly decrease (P < 0.05) following the examination.ConclusionsThe students had a positive perception of video usage in higher education. Video usage increases prior to practical examinations. Image quality was a greater concern with year-3 students than with either year-1 or 2 students but all groups highlighted the following as important issues: i) good sound quality, ii) accessibility, including location of videos within electronic libraries, and iii) video content. Based on the findings from this study, guidelines are suggested for those developing undergraduate veterinary videos. We believe that many aspects of our list will have resonance in other areas of medicine education and higher education.

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Section: Introductionmentioning

confidence: 99%

Veterinary students' usage and perception of video teaching resources

2011

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“…Since then, the rapid development and spread of PCs and the internet have caused an increase in the number and variety of learning and software programs for medical education [17]. Several studies have shown that the interactive use of multi-media components and computer-based software can successfully be used in medical education to facilitate the learning process [8,10,16,19,21].…”

Section: Introductionmentioning

confidence: 99%

“…A review of the literature shows that compared to other medical specialties, computer-based training in Trauma and Orthopaedic Surgery is still in its infancy [12,14,18,19]. In 2003, the German medical licensing board demanded that changes be made in the medical curriculum.…”

Section: Introductionmentioning

confidence: 99%

An internet based learning tool in orthopaedic surgery: Preliminary experiences and results

Citak

Calafi

Kendoff

et al. 2009

THC

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Today universities can offer a variety of educational resources to their students through the internet. These may include lecture notes, PowerPoint presentations, or even an entire recording of a lecture in video format. At the Hannover Medical School (Hannover, Germany), the Trauma Surgery Department in collaboration with the Institute of Medical Informatics has developed an alternative method of "E-learning". We created a web-based multimedia resource center for Trauma Surgery using the Content-Management-System (CMS) Schoolbook application, which was initially developed by the Institute of Medical Informatics. The so called "Trauma Surgery Schoolbook" was first adopted in October of 2005 and has since been used and evaluated by medical students at our institution.The evaluation results for the academic year 2005/06 are reported in this paper. The majority of students enrolled in the Trauma Surgery rotation utilized the Schoolbook, which they regarded as a helpful and effective study tool. Our students embraced the possibility of being able to prepare for lectures and use the Schoolbook for independent home studying purposes. Over time, there was a steady increase in the utilization of the Schoolbook by the students from 67% in the first trimester to 93% in the third trimester. The majority of the surveyed students (79.6%) found the Schoolbook to be constructive and helpful. 8.1% did not have any opinion, and only 12.3% found it to not be helpful. The instructors also found this web-based training program to be both constructive and practical, and were able to utilize its multimedia components to complement their lectures.Overall, our experience with this computer-aided learning program demonstrated that web-based technologies can improve the quality of medical education, benefiting both the students and the instructors.

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“…The University of Birmingham program 'Aspects of Minor Oral Surgery' provides multimedia education in the field of oral surgery (Matthew et al, 1998). Some 77% of the students who used the program preferred this method to the use of video material, 69% preferred it to studying from a book, and 80% found it superior to research in the relevant journals.…”

Section: Introductionmentioning

confidence: 99%

Web-based, virtual course units as a didactic concept for medical teaching

2004

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The objective was to develop a web-based, virtual series of lectures for evidence-based, standardized knowledge transfer independent of location and time with possibilities for interactive participation and a concluding web-based online examination. Within the framework of a research project, specific Intranet and Internet capable course modules were developed together with a concluding examination. The concept of integrating digital and analogue course units supported by sound was based on FlashCam (Nexus Concepts), Flash MX (Macromedia), HTML and JavaScript. A Web server/SGI Indigo Unix server was used as a platform by the course provider. A variety of independent formats (swf, avi, mpeg, DivX, etc.) were integrated in the individual swf modules. An online examination was developed to monitor the learning effect. The examination papers are automatically forwarded by email after completion. The results are also returned to the user automatically after they have been processed by a key program and an evaluation program. The system requirements for the user PC have deliberately been kept low (Internet Explorer 5.0, Flash-Player 6, 56 kbit/s modem, 200 MHz PC). Navigation is intuitive. Users were provided with a technical online introduction and a FAQ list. Eighty-two students of dentistry in their 3rd to 5th years of study completed a questionnaire to assess the course content and the user friendliness (SPSS V11) with grades 1 to 6 (1 = 'excellent' and 6 = 'unsatisfactory'). The course units can be viewed under the URL: http://giga.rrze.uni-erlangen.de/movies/MKG/trailer and URL: http://giga.rrze.uni-erlangen.de/movies/MKG/demo/index. Some 89% of the students gave grades 1 (excellent) and 2 (good) for accessibility independent of time and 83% for access independent of location. Grades 1 and 2 were allocated for an objectivization of the knowledge transfer by 67% of the students and for the use of video sequences for demonstrating surgical techniques by 91% of the students. The course units were used as an optional method of studying by 87% of the students; 76% of the students made use of this facility from home; 83% of the students used Internet Explorer as a browser; 60% used online streaming and 35% downloading as the preferred method for data transfer. The course units contribute to an evidence-based objectivization of multimedia knowledge transfer independent of time and location. Online examinations permit automatic monitoring and evaluation of the learning effect. The modular structure permits easy updating of course contents. Hyperlinks with literature sources facilitate study.

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Development and evaluation of a computer-aided learning package for minor oral surgery teaching

Cited by 19 publications

References 7 publications

Veterinary students' usage and perception of video teaching resources

Veterinary students' usage and perception of video teaching resources

An internet based learning tool in orthopaedic surgery: Preliminary experiences and results

Web-based, virtual course units as a didactic concept for medical teaching

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