Evaluation of a computer program for teaching laboratory diagnosis of acid-base disorders

Horn, David L.; Saini, Surinder Kaur; Pepper, Gary M.; Peterson, Stephen J.

doi:10.1016/0010-4809(92)90010-8

Cited by 9 publications

(8 citation statements)

References 24 publications

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“…8 Many studies have highlighted the usefulness of CAL. [9][10][11] Our study has also proved the effectiveness of CAL as a teaching learning method by significant p values in all the groups studied. The limitation of this study is outcome is not compared with any other teaching learning method.…”

mentioning

confidence: 54%

Computer assisted learning (CAL) as a teaching learning method in teaching experimental pharmacology

Nettath¹

2014

Int J Basic Clin Pharmacol

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confidence: 54%

Computer assisted learning (CAL) as a teaching learning method in teaching experimental pharmacology

Nettath¹

2014

Int J Basic Clin Pharmacol

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“…Additional examples are listed in the reference section. [32][33][34][35][36][37][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60]…”

Section: Objectivist Comparison-based Evaluation Of a Virtual Realitmentioning

confidence: 99%

Evaluation of Educational Software

Schleyer

Johnson

2003

Journal of Dental Education

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Evaluation is an important component of developing educational software. Ideally, such evaluation quantifies and qualifies the effects of a new educational intervention on the learning process and outcomes. Conducting meaningful and rigorous educational evaluation is difficult, however. Challenges include defining and measuring educational outcomes, accounting for media effects, coping with practical problems in designing studies, and asking the right research questions. Practical considerations that make the design of evaluation studies difficult include confounding, potentially small effect sizes, contamination effects, and ethics. Two distinct approaches to evaluation are objectivist and subjectivist. These two complement each other in describing the whole range of effects a new educational program can have. Objectivist demonstration studies should be preceded by measurement studies that assess the reliability and validity of the evaluation instrument(s) used. Many evaluation studies compare the performance of learners who are exposed to either the new program or a more traditional approach. However, this method is problematic because test or exam performance is often a weak indicator of competence and may fail to capture important nuances in outcomes. Subjectivist studies are more qualitative in nature and may provide insights complementary to those gained with objectivist studies. Several published examples are used in this article to illustrate different evaluation methods. Readers are encouraged to contemplate a wide range of evaluation study designs and explore increasingly complex questions when evaluating educational software.Dr. Schleyer is Associate Professor and

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“…Renal insufficiency test questions required more retrieving of information such as information on fluid, electrolyte, and acid-base imbalances versus test questions on DM that were heavy on application and analysis. In addition, mastery knowledge on fluid, electrolyte, and acid-base imbalance can be challenging even to physicians [25,26]. It is possible to conclude that the test for the contents covered in the PBL should rather be focused on application and analysis, which require a breadth of knowledge, while tests for measuring the subject focused in-depth knowledge should be complimented with at least some lecture format to ensure that the basic knowledge has been mastered.…”

Section: Discussionmentioning

confidence: 99%

Problem Based Learning in Nursing Education

Zhang

2014

Advances in Nursing

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Background. McMaster University first introduced Problem Based Learning (PBL) in the mid 1960s. However, measuring the relationship between PBL for undergraduate nursing programs and students test performance has not yet been assessed in the USA. Purpose. The main purpose of this paper is to describe the effectiveness of PBL on senior student test performance on content related to PBL in a BSN program. Diabetes mellitus and renal insufficiency were taught by traditional lecture format in the previous years. This was the first year we taught this content by the problem based learning method. Method. Historical control group was used to compare the test performances between the PBL groups and the traditional group using Student's t-test. Result. The mean of diabetes mellitus related questions missed by the PBL group was less than the traditional group ( = 4.51, and = .00). The mean of renal insufficiency related questions missed by the PBL group was more than the traditional group ( = −6.44, and = .00). Discussion. This study produced inconclusive findings. Factors that could be attributed to their performance will be discussed.

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Evaluation of a computer program for teaching laboratory diagnosis of acid-base disorders

Cited by 9 publications

References 24 publications

Computer assisted learning (CAL) as a teaching learning method in teaching experimental pharmacology

Computer assisted learning (CAL) as a teaching learning method in teaching experimental pharmacology

Evaluation of Educational Software

Problem Based Learning in Nursing Education

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