MedEthEx Online: A Computer-Based Learning Program in Medical Ethics and Communication Skills

Fleetwood, Janet; Vaught, Wayne; Feldman, Debra; Gracely, Edward J.; Kassutto, Zach; Novack, Dennis H.

doi:10.1207/s15328015tlm1202_7

Cited by 63 publications

(45 citation statements)

References 8 publications

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“…Despite better control for potential confounders, the results of the present study are comparable to those obtained in previous trials in medical ethics (Fleetwood et al 2000), physiology (Bowdish et al 2003), paediatrics (Kamin et al 2003) as well as in residency training (Bello et al 2005) and nursing education (Jacobsen 2006). In addition, our findings are in line with the results of the meta-analysis cited above (Cook et al 2008): The authors concluded that CAI is neither superior nor inferior to traditional methods.…”

Section: Learning Outcomesupporting

confidence: 91%

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: Learning Outcomesupporting

confidence: 91%

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

et al. 2009

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“…Thus, researchers have compared WBL to written course materials, [25][26][27] 31 and small group sessions. 32 Unfortunately, it is impossible to derive meaningful interpretations from these studies, which are collectively termed media-comparative research. While many media-comparative studies are limited by methodological flaws, even the best-designed studies are invariably confounded or open to multiple interpretations.…”

Section: Is Web-based Learning Better Than Face-to-face?mentioning

confidence: 99%

Web-based learning: pros, cons and controversies

2007

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-Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (eg for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.KEY WORDS: distance learning, e-learning, instructional design, instructional method, internet, medical education IntroductionThe internet is more frequently becoming a part of our daily lives, and its presence in medical education is unmistakable. Web-based courses seem to dominate the attention of educators and students. If presentations at international conferences are any indication, the interest in this new instructional medium is indeed commanding. At the 2005 meeting of the Association for Medical Education in Europe, for example, at least 104 presentations dealt with various aspects of web-based learning (WBL). 1 But is all this hype warranted? Is WBL really all it is cracked up to be, or is it just a fad? This article will attempt to answer that question. What is web-based learning?Web-based learning encompasses all educational interventions that make use of the internet (or a local intranet). There are currently three broad classifications or configurations within WBL: tutorials, online discussion groups, and virtual patients. The distinctions between these configurations are often blurred, and in fact a given WBL intervention might use a combination of two or three, but the implications for teaching warrant a conceptual, albeit at times arbitrary, separation.Online tutorials are similar to face-to-face lectures. They generally consist of information structured by the teacher in a way that will (hopefully) facilitate learning. Tutorials are often enhanced by features such as multimedia (sound, pictures, movies, and animations), links to online resources (full-text journal articles or related websites) and other areas within the course, and self-assessment tools. Effective online tutorials often also make use of patient cases.Online discussion is similar to the face-to-face small group session. As with any small group, there may be an element of didactic teaching from the instructor (eg a brief tutorial) but the heart of the teaching lies in group discussion. Teachers take on the role of facilitators -defining the scope of the disc...

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“…This study takes as a starting point an ethical dilemma from one of the scenarios of MedEthEx, an online training system for medical ethics (Fleetwood et al, 2000). MedEthEx was developed to train medical students to communicate effectively with patients about ethical issues and to make sound decisions when faced with ethical dilemmas while practicing medicine.…”

Section: Research Approachmentioning

confidence: 99%

Gender Differences in the Impact of Presentational Factors in Human Character Animation on Decisions in Ethical Dilemmas

MacDorman¹,

Coram²,

Ho³

et al. 2010

Presence: Teleoperators and Virtual Environments

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Simulated humans in computer interfaces are increasingly taking on roles that were once reserved for real humans. The presentation of simulated humans is affected by their appearance, motion quality, and interactivity. These presentational factors can influence the decisions of those who interact with them. This is of concern to interface designers and users alike, because these decisions often have moral and ethical consequences. However, the impact of presentational factors on decisions in ethical dilemmas has not been explored. This study is intended as a first effort toward filling this gap. In a between-groups experiment, a female character presented participants with an ethical dilemma. The character's human photorealism and motion quality were varied to generate four stimulus conditions: real human versus computer-generated character ϫ fluid versus jerky movement. The results indicate that the stimulus condition had no significant effect on female participants, while male participants were significantly more likely to rule against the character when her visual appearance was computer generated and her movements were jerky.

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MedEthEx Online: A Computer-Based Learning Program in Medical Ethics and Communication Skills

Abstract: MedEthEx Online is a viable option for fostering effective communication and problem resolution skills.

Cited by 63 publications

References 8 publications

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

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

Web-based learning: pros, cons and controversies

Gender Differences in the Impact of Presentational Factors in Human Character Animation on Decisions in Ethical Dilemmas

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