User interface evaluation of a multimedia CD-ROM for teaching minor skin surgery

Ahmed, Jamil; Coughlan, Jane; Edwards, Marilyn; Morar, Sonali

doi:10.1080/01449290701579868

Cited by 8 publications

(6 citation statements)

References 19 publications

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“…Studies reported users accessing the respective web sites for an average of 4 to 20 minutes per session 19,21,22 . In studies assessing completion of a learning module, time to completion ranged from 12.5 to 69 minutes on average 23,24 . Two studies on a digital cleft repair simulator showed that 65% to 70% of users were from developing countries 21,22 …”

Section: Resultsmentioning

confidence: 99%

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Does E-learning Improve Plastic Surgery Education?

2021

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Purpose E-learning is rapidly growing in medical education, overcoming physical, geographic, and time-related barriers to students. This article critically evaluates the existing research on e-learning in plastic surgery. Methods A systematic review of e-learning in plastic surgery was conducted using the PubMed/MEDLINE, Scopus, and Embase databases. Studies were limited to those written in English and published after 1995 and excluded short communications, letters to the editor, and articles focused on in-person simulation. Results A total of 23 articles were identified. Represented subspecialties include breast, burns, craniofacial/pediatrics, hand, and microsurgery. Most e-learning resources target surgeons and trainees, but a small number are for patients, parents, and referring physicians. Users reported high levels of satisfaction with e-learning and significant gains in knowledge after completion, although there may be more variable satisfaction with teaching technical skills. Two studies showed no differences in knowledge gains from e-learning compared with traditional learning methods. Subgroup analysis showed greater benefit of e-learning for novice learners when evaluated. Surveys of plastic surgeons and trainees showed high interest in and growing utilization of e-learning. Conclusions Research in plastic surgery e-learning shows high user satisfaction and overall improvements in learning outcomes with knowledge gains equivalent to traditional teaching methods and greater benefit in novice learners. Thus, e-learning can serve an important role in plastic surgery education, especially in the current state of social distancing. Future work should aim to define learner preferences and educational needs and better establish how e-learning can augment plastic surgical education, particularly among other teaching methods.

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Section: Resultsmentioning

confidence: 99%

“…Overall satisfaction with e-learning resources was high. Ahmed et al 23 noted that junior residents gave higher satisfaction scores than senior residents for minor skin surgery e-learning. Egro et al showed no difference in satisfaction scores between e-learning and traditional lecture courses on acute burns management 32 .…”

Section: Resultsmentioning

confidence: 99%

Does E-learning Improve Plastic Surgery Education?

2021

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“…4 Few studies have reported the use and validation of e-learning in the education of plastic surgeons. [5][6][7][8][9] However, our research demonstrated that most plastic surgeons within the United Kingdom and Ireland would like access a nationally delivered e-learning program. 3,10 The British Association of Plastic, Reconstructive and Aesthetic surgeons (BAPRAS) is developing a national e-learning program for plastic surgeons.…”

Section: Introductionmentioning

confidence: 74%

“…[5][6][7][8][9] Only 2 of these publications have evaluated user satisfaction in e-learning in plastic surgery. 5,6 A major benefit of e-learning, however, is that it can be accessed to support education at a time and location that are convenient for the user.…”

Section: Discussionmentioning

confidence: 98%

Is There a Digital Generation Gap for E-Learning in Plastic Surgery?

Stevens¹,

Hamilton²

2012

Journal of Surgical Education

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“…In general, the results regarding which topological structure is easier to use and maximally enhances navigation have been inconsistent. Ahmed, Coughlan, Edwards, and Morar (2009 ) argued that task type and individual diff erence are two major reasons for this inconsistency.…”

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confidence: 99%

The Effects of Sex, Topological Structure, and Task Type on Hypertext Navigational Performance

Chang

Chien

2015

Percept Mot Skills

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Currently, almost all online materials use hyperlinks to provide users access to background, supplemental, or alternative information presented in context, greatly increasing the potential integration of information. However, a major problem is that people do not navigate hyperlinks effectively when the links become more topologically complex. Thus, identification of the variables that lead to navigational errors is necessary for the effective design of hyperlinks. Ninety-one participants (45 women, 46 men) were recruited for this experiment. All were college students and ranged in age from 19 to 23 yr. (M = 20.87, SD = 1.02). Navigational performance was examined in relation to sex, topological structure, and task type. A network topology with single-node task was superior to one with a linear topology under a single-node task condition, but equal to one with a linear topology under a multi-node task condition. Men navigated the linear topology with multi-node task and a network topology with a single-node task significantly faster than women, whereas no significant differences were observed under the other conditions. Sex interacted with topological structure and task type. This study extended the research in this domain by demonstrating an interactive effect among sex, topological structure, and task type on the navigational performance of users and can contribute to research regarding web page design.

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User interface evaluation of a multimedia CD-ROM for teaching minor skin surgery

Cited by 8 publications

References 19 publications

Does E-learning Improve Plastic Surgery Education?

Does E-learning Improve Plastic Surgery Education?

Is There a Digital Generation Gap for E-Learning in Plastic Surgery?

The Effects of Sex, Topological Structure, and Task Type on Hypertext Navigational Performance

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