Web-based adaptive training simulator system for cardiac life support

Romero, Cristóbal; Ventura, Sebastián; Gibaja, Eva; Hervás, César; Romero, Francisco

doi:10.1016/j.artmed.2006.01.002

Cited by 32 publications

(26 citation statements)

References 7 publications

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“…Specifically for emergency operation objective (3), resource and personnel deployment, 90% positive responses indicate that drill participants deployed the resources and personnel appropriately and effectively from an evaluators point of view. The lowest positive responses were obtained for objectives (1), (2) and (6), which indicates that interagency communication, collaboration with other agencies and public communication needs to be enhanced in emergency operations. The findings corroborate the need for organizations to interact on a more regular basis in order to better identify and define the procedures by which to collaborate.…”

Section: Emergency Response Performance Analysismentioning

confidence: 74%

“…The literature indicates that computerbased, collaborative, virtual environments can help trainees gain familiarity and acquire skills interactively. The number of fields in which computer-based, collaborative training has been embraced has been growing in the last decade: food service [1], hospitals [2,3], businesses [4], mining [5], and many more. In the past, the majority of training time was spent on acquiring skills and information through lectures and demonstrations, with the least amount of training time devoted to validating the skills sets in live environments [6].…”

Section: Introductionmentioning

confidence: 99%

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Computer-based collaborative training for transportation security and emergency response

Velásquez

Yoon

Nof

2010

Computers in Industry

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Section: Emergency Response Performance Analysismentioning

confidence: 74%

Section: Introductionmentioning

confidence: 99%

Computer-based collaborative training for transportation security and emergency response

Velásquez

Yoon

Nof

2010

Computers in Industry

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“…Others have addressed this by developing models of the learner through iterative assessment 24,35 and/or by using multiple questions to assess a single domain. 26,27,29,35 This study has limitations. The absence of a pretest or nointervention arm leaves open the possibility that no learning occurred during this intervention.…”

Section: Discussionmentioning

confidence: 99%

“…26 Another adaptive model found significantly decreased time required, but this evaluation focused on adaptive testing rather than adaptive instruction. 27 Given these limited studies and inconclusive results, further research regarding the efficiency of adaptive WBL is needed. We hypothesized that a WBL intervention that adapted to the prior knowledge of Internal Medicine residents would take less time than a nonadaptive format and that knowledge test scores would not decrease, resulting in higher learning efficiency.…”

Section: Introductionmentioning

confidence: 99%

“…Studies in nonmedical education suggest that adaptation to an individual's prior knowledge improves achievement, particularly for low-knowledge learners, and decreases time required to learn material. [20][21][22][23] Although several adaptive systems have been described for medical training, [24][25][26][27][28][29] the adaptive component has rarely been carefully evaluated in comparison with a similar, nonadaptive system. One model adapting to group (rather than individual) knowledge level found time savings; however, the data showed higher knowledge gains in the nonadaptive group that approached but did not reach statistical significance.…”

Section: Introductionmentioning

confidence: 99%

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Adapting Web-based Instruction to Residents’ Knowledge Improves Learning Efficiency

et al. 2008

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BACKGROUND:Increased clinical demands and decreased available time accentuate the need for efficient learning in postgraduate medical training. Adapting Web-based learning (WBL) to learners' prior knowledge may improve efficiency. OBJECTIVE:We hypothesized that time spent learning would be shorter and test scores not adversely affected for residents who used a WBL intervention that adapted to prior knowledge. DESIGN: Randomized, crossover trial.SETTING: Academic internal medicine residency program continuity clinic. PARTICIPANTS: 122 internal medicine residents.INTERVENTIONS: Four WBL modules on ambulatory medicine were developed in standard and adaptive formats. The adaptive format allowed learners who correctly answered case-based questions to skip the corresponding content. MEASUREMENTS AND MAIN RESULTS:The measurements were knowledge posttest, time spent on modules, and format preference. One hundred twenty-two residents completed at least 1 module, and 111 completed all 4. Knowledge scores were similar between the adaptive format (mean±standard error of the mean, 76.2±0.9) and standard (77.2±0.9, 95% confidence interval [CI] for difference −3.0 to 1.0, P=.34). However, time spent was lower for the adaptive format (29.3 minutes [CI 26.0 to 33.0] per module) than for the standard (35.6 [31.6 to 40.3]), an 18% decrease in time (CI 9 to 26%, P=.0003). Seventy-two of 96 respondents (75%) preferred the adaptive format.CONCLUSIONS: Adapting WBL to learners' prior knowledge can reduce learning time without adversely affecting knowledge scores, suggesting greater learning efficiency. In an era where reduced duty hours and growing clinical demands on trainees and faculty limit the time available for learning, such efficiencies will be increasingly important. For clinical trial registration, see

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Effectiveness of an adaptive eLearning intervention on dental students’ learning in comparison to traditional instruction

Alwadei

Tekian

Brown

et al. 2020

Journal of Dental Education

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There is a great deal of excitement in higher education about the value of adaptive learning to personalize learning paths according to students' individual needs. The authors explored the impact of an Adaptive Learning Platform (ALP) on learning, by comparing learning effectiveness between dental students who used the ALP in a blended learning environment formatively and summatively compared with students who did not use the ALP (i.e., face-to-face), as measured by students' performance on the final exam in a single review preparatory course during the academic years 2013-2018. Paired t-tests showed significant improvement in post-test scores across different course instructional modalities (P < 0.01). The learning gain was greater for students who studied using the ALP summatively (t = 26.20) than those who used it formatively or studied using a faceto-face format (t = 13.10 and 14.13, respectively). Controlling for pre-test scores, analysis of covariance tests indicate that: (1) intervention groups (formative and summative ALP) scored significantly higher than the traditional group (B = 9.34 points, P < 0.01, for summative ALP group) and (B = 4.47 points, P < 0.05, for formative ALP group), and (2) summative ALP group scored significantly higher than formative ALP group (B = 4.84 points, P < 0.05). This study provides empirical evidence that an adaptive learning intervention can have a significant impact 1294

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Web-based adaptive training simulator system for cardiac life support

Cited by 32 publications

References 7 publications

Computer-based collaborative training for transportation security and emergency response

Computer-based collaborative training for transportation security and emergency response

Adapting Web-based Instruction to Residents’ Knowledge Improves Learning Efficiency

Effectiveness of an adaptive eLearning intervention on dental students’ learning in comparison to traditional instruction

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