Evaluation of a computer based package on electrocardiography

Devitt, Peter G.; Worthley, S.; Palmer, Edward; Cehic, D.

doi:10.1111/j.1445-5994.1998.tb02076.x

Cited by 15 publications

(17 citation statements)

References 9 publications

(2 reference statements)

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“…First, electrocardiography is a difficult subject to teach and to learn 13 14. Second, although clinical exposure is important to gain experience in ECG analysis and interpretation,15 experiential learning alone does not guarantee ECG competence unless it is supplemented by structured teaching 16. Third, medical knowledge is ever-expanding,17 and there is limited time allocated to the teaching of electrocardiography in medical curricula 18–22.…”

Section: Introductionmentioning

confidence: 99%

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

et al. 2019

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ObjectivesIt remains unclear whether computer-assisted instruction (CAI) is more effective than other teaching methods in acquiring and retaining ECG competence among medical students and residents.DesignThis systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.Data sourcesElectronic literature searches of PubMed, databases via EBSCOhost, Scopus, Web of Science, Google Scholar and grey literature were conducted on 28 November 2017. We subsequently reviewed the citation indexes for articles identified by the search.Eligibility criteriaStudies were included if a comparative research design was used to evaluate the efficacy of CAI versus other methods of ECG instruction, as determined by the acquisition and/or retention of ECG competence of medical students and/or residents.Data extraction and synthesisTwo reviewers independently extracted data from all eligible studies and assessed the risk of bias. After duplicates were removed, 559 papers were screened. Thirteen studies met the eligibility criteria. Eight studies reported sufficient data to be included in the meta-analysis.ResultsIn all studies, CAI was compared with face-to-face ECG instruction. There was a wide range of computer-assisted and face-to-face teaching methods. Overall, the meta-analysis found no significant difference in acquired ECG competence between those who received computer-assisted or face-to-face instruction. However, subanalyses showed that CAI in a blended learning context was better than face-to-face teaching alone, especially if trainees had unlimited access to teaching materials and/or deliberate practice with feedback. There was no conclusive evidence that CAI was better than face-to-face teaching for longer-term retention of ECG competence.ConclusionCAI was not better than face-to-face ECG teaching. However, this meta-analysis was constrained by significant heterogeneity amongst studies. Nevertheless, the finding that blended learning is more effective than face-to-face ECG teaching is important in the era of increased implementation of e-learning.PROSPERO registration numberCRD42017067054.

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Section: Introductionmentioning

confidence: 99%

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

et al. 2019

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“…These tools provide a valuable resource to help students evaluate their learning, explore main concepts related to the problem of the week, and deepen their understanding of the whole picture as well as the fine details. Multimedia CD-ROMs have been found useful in teaching a wide range of disciplines e.g., gross anatomy (29,11), brachial plexus injuries (22), histology (33,34), acid-base disorders (35,38), nutrition (36), cardiac auscultation (21,44), electrocardiography (17), diagnosis of anemia and coronary artery disease (32), urology (47), parasitology (50), radiology (27), geriatric medicine (2), ophthalmology (16), dental sciences (40), and veterinary education (25). These studies have documented that multimedia CD-ROM and web-based learning tools are as effective as other methods of teaching and can be used as an adjunct to traditional education (40), act as a stimulus for further learning (16) and are a useful supplement to traditional teaching of geriatric medicine (2).…”

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confidence: 99%

A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course

Azer

2005

Advances in Physiology Education

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Over the last 35 years our understanding of bile salts, bilirubin metabolism, and hepatobiliary transport has progressively increased. From 1965 to the end of 2002, 3,610 articles and review papers have been published on hepatobiliary and enterocyte transport of bile salts. However, there is a lack of information in the content of current textbooks about hepatobiliary physiology, bile salt transporters, bile formation, mechanisms underlying cholestasis, and drug-induced liver injury. The use of an integrated multimedia program on the liver covering these gaps in textbooks may be useful to student learning. This study aims to 1) assess student views on a multimedia CD-ROM ("The Liver") integrating basic and clinical sciences related to the liver, bile salts, and bilirubin metabolism, 2) assess the usefulness of problem-based learning (PBL) cases included in the multimedia CD-ROM, and 3) assess student learning before and after use of the multimedia CD-ROM. A total of 106 first-year medical students (27 with and 79 without a prior university degree) at the University of Melbourne participated in this study. Students were tested on the liver, bile salts, and bilirubin metabolism before and after using the multimedia CD-ROM. After completing the multimedia CD-ROM, each student filled out a 5-point Likert scale questionnaire evaluating the features of the program and its usefulness to their learning. Results show that the aims of the package were clear to participants, the contents were logically organized and clear, the key concepts were easy to identify, the contents were pitched to an appropriate level, and the package was interactive and encouraged participants to reflect on their learning. Students also agreed that the assessment tools used in the program and the feedback provided were meaningful and helpful to their learning. No differences were found when responses were compared on the basis of academic background, gender, citizenship, or first language of participants. Students agreed that the PBL cases in the CD-ROM kept them engaged, were useful to their learning, and matched with the overall philosophy of the program. Compared with graduate-entry students (those with a prior university degree), school leavers (those with no prior university degree) showed a more positive attitude toward the PBL cases included in the multimedia CD-ROM and agreed that cases kept them engaged (P = 0.033). Students who completed the test after using the multimedia CD-ROM scored higher compared with those who completed the test before using the multimedia CD-ROM (P < 0.001). In conclusion, using bile salts, bilirubin metabolism, and their hepatobiliary transport as an example, the incorporation of a multimedia CD-ROM into the first-year medical course has the potential to improve student understanding of the main concepts in a variety of body systems.

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“…Technology-assisted learning has always been exploited, with the use of cassette tapes [4], computer-based packages [5], web-based learning tools [6], and podcasts [7]. Now, there is a growing wealth of research to support the use of smartphones in medical education.…”

Section: Discussionmentioning

confidence: 99%

TraumaTutor: Perceptions of a Smartphone Application as a Learning Resource for Trauma Management

Wigley

Shantikumar

2013

Journal of Biomedical Education

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Aim. We investigated perceptions of a new smartphone application (app) as a learning resource. Methods. We developed TraumaTutor, an iPhone app consisting of 150 questions and explanatory answers on trauma management. This was used by 20 hospital staff that either had a special interest in managing trauma or who were studying for relevant exams, such as ATLS. A subsequent questionnaire assessed users’ experience of smartphone applications and their perceptions of TraumaTutor. Results. Of those surveyed, 85% had a device capable of running app software, and 94% of them had used apps for medical education. Specific to TraumaTutor, 85% agreed that it was pitched at the right level, 95% felt that the explanations improved understanding of trauma management, and 100% found the app easy to use. In fact, on open questioning, the clear user interface and the quality of the educational material were seen as the major advantages of TraumaTutor, and 85% agreed that the app would be a useful learning resource. Conclusions. Smartphone applications are considered a valuable educational adjunct and are commonly used by our target audience. TraumaTutor shows overwhelming promise as a learning supplement due to its immediacy, accessibility, and relevance to those preparing for courses and managing trauma.

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Evaluation of a computer based package on electrocardiography

Abstract: Suitably structured computer programmes are effective in helping clinicians understand electrocardiography and interpret ECGs.

Cited by 15 publications

References 9 publications

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

Is computer-assisted instruction more effective than other educational methods in achieving ECG competence amongst medical students and residents? A systematic review and meta-analysis

A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course

TraumaTutor: Perceptions of a Smartphone Application as a Learning Resource for Trauma Management

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