E-learning tools for education: regulatory aspects, current applications in radiology and future prospects

Pinto, Antonio; Selvaggi, Silvia; Sicignano, G.; Vollono, E.; Iervolino, Linda; Amato, F.; Molinari, Anna Maria; Grassi, Roberto

doi:10.1007/s11547-008-0227-z

Cited by 55 publications

(50 citation statements)

References 11 publications

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“…This agrees with previous research that noted the need for training to allow academics to become familiar with new technology prior to its implementation in examinations (Pinto et al, 2008). The findings from the current study indicated that the use of technology was associated with concerns about the reliability of "the system" and apprehension about losing data, selection of the correct student, saving and storing the correct data for each student, and about the potential for the system to shut down during an examination.…”

Section: Challenges With Implementationsupporting

confidence: 88%

Implementation of an electronic Objective Structured Clinical Exam for assessing practical skills in pre-professional physiotherapy and occupational therapy programs: Examiner and course coordinator perspectives

Snodgrass

Ashby

Rivett

et al. 2014

AJET

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Assessment of practical clinical skills is essential in the health fields. Objective Structured Clinical Exams (OSCEs), where examiners assess students performing clinical procedures on simulated patients (actors), are central to the evaluation of practical skills. However, traditional OSCEs require considerable time-investment to administer, and providing timely, individualised student feedback is difficult. To address these issues, an electronic OSCE (eOSCE) was developed utilising the iPad and specialised software. The eOSCE was trialled in four courses within two entry-level rehabilitative pre-professional programs at two universities, physiotherapy and occupational therapy. Evaluation consisted of student surveys (n = 206), eight student focus groups (n = 25), examiner surveys (n = 25) and interviews with course coordinators (n = 3). This paper describes the administration of the eOSCE and reports on its evaluation from the academic's perspective. A majority of examiners (68%) preferred the eOSCE over traditional paper-based OSCEs, primarily because of the consistency and promptness of student feedback. The advantages academics cited were equitable student feedback and post-examination administrative time-savings. Disadvantages of the eOSCE were the pre-examination preparation required and challenges for examiners not comfortable using technology. Overall, the key benefits of the eOSCE were the automated, immediate individualised student feedback and a time saving in OSCE administration.

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Section: Challenges With Implementationsupporting

confidence: 88%

Implementation of an electronic Objective Structured Clinical Exam for assessing practical skills in pre-professional physiotherapy and occupational therapy programs: Examiner and course coordinator perspectives

Snodgrass

Ashby

Rivett

et al. 2014

AJET

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“…Actions directed to this training modality are found in some areas of health, especially in nursing (Campbell et al, 2008;Edwards, 2005;Holtslander et al, 2012;Teles Filho & Cassiani, 2008;Xelegati & Evora, 2011), and in some specialties of medicine (Gardella et al, 2003;Llambí et al, 2007;Pinto et al, 2008;VanLue et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Reports on distance learning are found in literature in the medicine field (Gardella, Guarin, & Vive, 2003;Llambí et al, 2007;Pinto et al, 2008;VanLue et al, 2007) and, mainly, in the nursing field (Campbell, Gibson, Hall, Richards, & Callery, 2008;Edwards, 2005;Holtslander, Racine, Furniss, Burles, & Turner, 2012;Teles Filho & Cassiani, 2008;Xelegati & Evora, 2011). The quality of the service of tele-education and tele-assistance has been proved by different authors (Eskenazi, Martins, & Ferreira, 2013;Hersh, Junium, Mailhot, & Tidmarsh, 2001;Rafiq & Merrell, 2005;Roine, Ohinmaa, & Hailey, 2001;Shaikh, Lehmann, Kaleida, & Cohen, 2008;Vucković et al, 2003); however, the cost-effectiveness relation still deserves investigation (Soirefmann, Blom, Leopoldo, & Cestari, 2008).…”

Section: Overview Of Distance Learningmentioning

confidence: 99%

Distance Learning: Effectiveness of an Interdisciplinary Course in Speech Pathology and Dentistry

Ramos

Silva

Pinzan

et al. 2015

IJELL

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Objective: Evaluate the effectiveness of distance learning courses for the purpose of interdisciplinary continuing education in Speech Pathology and Dentistry. Methods: The online course was made available on the Moodle platform. A total of 30 undergraduates participated in the study (15 from the Dentistry course and 15 from the Speech Pathology course). Their knowledge was evaluated before and after the course, in addition to the user satisfaction by means of specific questionnaires. The course was evaluated by 6 specialists on the following aspects: presentation and quality of the content, audio-visual quality, adequacy to the target public, and information made available. To compare the obtained results in the pre- and post-course questionnaires, the test Wilcoxon was carried out, with a 5% significance level. Results: the teaching/learning process, including the theoretical/practical application for the interdisciplinary training, proved to be effective as there was a statistically significant difference between the pre- and post- course evaluations (p<0.001), the users’ satisfaction degree was favorable and the specialists evaluated the material as adequate regarding the target public, the audio-visual information quality and the strategies of content availability. Conclusion: The suggested distance-learning course proved to be effective for the purpose of Speech Pathology and Dentistry interdisciplinary education.

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“…We believe that surgeon-to-surgeon communication is the most important, the easiest, most closely related to clinical practice, and cost-effective method of patient-problem-oriented CME. A number of evaluation studies have examined the effectiveness of Webbased CME [6,10,15,32,40]. One web-based CME instructional format comprising multimedia-enhanced learning tutorials supplemented by asynchronous computermediated conferencing for case-based discussions was reportedly effective in enhancing knowledge, confidence, and self-reported practice change outcomes across a variety of clinical subject matter areas [6].…”

Section: Introductionmentioning

confidence: 99%

“…Appropriately designed, evidence-based online CME can produce objectively measured changes in behavior as well as sustained gains in knowledge that are comparable or superior to those realized from effective live activities [10]. Pinto et al [32] performed a PubMed search focused on e-learning tools and applications in the health sector, with specific reference to radiology, and concluded that increasing the volume of continuous education will reduce the costs of e-learning and make this training method, which helps keep pace with technological progress, more attractive, with substantial professional gains for radiologists. Karlinsky et al [15] reported use of effective videoconferencing and online learning activities increases access to quality CME related to workplace injury management.…”

Section: Introductionmentioning

confidence: 99%

Orthochina.org : Case-based Orthopaedic Wiki Project in China

Zhang

et al. 2008

Clinical Orthopaedics &Amp; Related Research

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Traditional continuing medical education (CME) depended primarily on periodic courses and conferences. The cost-effectiveness of these courses has not been established, and often the content is not tailored to best meet the needs of the students. Internet training has the potential to accomplish these goals. Over the last 10 years, we have developed a Web site entitled ''Orthochina.org,'' based upon the wiki concept, which uses an interactive, case-based format. We describe the development of online case discussions, and various technical and administrative requirements. As of December 31, 2007, there were 33,984 registered users, 9,759 of which passed the confirmation procedures. In 2007, an average of 211 registrants visited daily. The average number of first page clicks was 4,248 per day, and the average number of posts was 70 per day. All cases submitted for discussion include the patient's complaint, physical examination findings, and relevant images based on specific criteria for case discussion. The case discussions develop well professionally. No spam posting or unauthorized personal advertisement is permitted. In conclusion, online academic discussions proceed well when the orthopaedic surgeons who participate have established their identities.

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E-learning tools for education: regulatory aspects, current applications in radiology and future prospects

Abstract: The increasing diffusion of continuous education will reduce the costs of e-learning and make this training method, which helps keep pace with technological progress, more attractive, with significant professional gains for radiologists.

Cited by 55 publications

References 11 publications

Implementation of an electronic Objective Structured Clinical Exam for assessing practical skills in pre-professional physiotherapy and occupational therapy programs: Examiner and course coordinator perspectives

Implementation of an electronic Objective Structured Clinical Exam for assessing practical skills in pre-professional physiotherapy and occupational therapy programs: Examiner and course coordinator perspectives

Distance Learning: Effectiveness of an Interdisciplinary Course in Speech Pathology and Dentistry

Orthochina.org : Case-based Orthopaedic Wiki Project in China

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