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Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module

Identifieur interne : 001959 ( Pmc/Curation ); précédent : 001958; suivant : 001960

Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module

Auteurs : A. Kalet ; H. S. Song ; U. S. Sarpel ; R. Schwartz ; J. Brenner ; T. K Ark ; J. Plass

Source :

RBID : PMC:3826788

Abstract

Background

Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia module on the abdominal exam incorporating different types of interactivity.

Methods

As part of their physical diagnosis course, 162 second-year medical students were randomly assigned (1:1:1) to Watch, Click or Drag versions of the abdominal exam module. First, students’ prior knowledge, spatial ability, and prior experience with abdominal exams were assessed. After using the module, students took a posttest; demonstrated the abdominal exam on a standardized patient; and wrote structured notes of their findings.

Results

Data from143 students were analyzed. Baseline measures showed no differences among groups regarding prior knowledge, experience, or spatial ability. Overall there was no difference in knowledge across groups. However, physical exam scores were significantly higher for students in the Click group.

Conclusions

A mid-range level of behavioral interactivity was associated with small to moderate improvements in performance of clinical skills. These improvements were likely mediated by enhanced engagement with the material, within the bounds of learners’ cognitive capacity. These findings have implications for the design of CAI materials to teach procedural skills.


Url:
DOI: 10.3109/0142159X.2012.706727
PubMed: 22917265
PubMed Central: 3826788

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A. Kalet
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<wicri:noCountry code="subfield">New York University School of Medicine</wicri:noCountry>
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<affiliation>
<nlm:aff id="A2">Division of General Internal Medicine, Department of Medicine, New York University School of Medicine</nlm:aff>
<wicri:noCountry code="subfield">New York University School of Medicine</wicri:noCountry>
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A. Kalet
<affiliation>
<nlm:aff id="A2">Division of General Internal Medicine, Department of Medicine, New York University School of Medicine</nlm:aff>
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H. S. Song
<affiliation>
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<wicri:noCountry code="subfield">Georgian Court University</wicri:noCountry>
</affiliation>
<affiliation>
<nlm:aff id="A4">CREATE, Steinhardt School of Culture, Education, and Human Development, New York University</nlm:aff>
<wicri:noCountry code="subfield">New York University</wicri:noCountry>
</affiliation>
H. S. Song
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U. S. Sarpel
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R. Schwartz
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J. Brenner
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T. K Ark
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J. Plass
<affiliation>
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<wicri:noCountry code="subfield">New York University</wicri:noCountry>
</affiliation>

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<title>Methods</title>
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<sec id="S4">
<title>Conclusions</title>
<p id="P4">A mid-range level of behavioral interactivity was associated with small to moderate improvements in performance of clinical skills. These improvements were likely mediated by enhanced engagement with the material, within the bounds of learners’ cognitive capacity. These findings have implications for the design of CAI materials to teach procedural skills.</p>
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Division of Educational Informatics (DEI), New York University School of Medicine</aff>
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Division of General Internal Medicine, Department of Medicine, New York University School of Medicine</aff>
<aff id="A3">
<label>3</label>
Department of Teacher Education, School of Education, Georgian Court University</aff>
<aff id="A4">
<label>4</label>
CREATE, Steinhardt School of Culture, Education, and Human Development, New York University</aff>
<aff id="A5">
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Department of Surgery, Mount Sinai School of Medicine</aff>
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Hofstra North-Shore LIJ School of Medicine</aff>
<author-notes>
<corresp id="FN1">Corresponding author: Adina Kalet, MD, MPH, 550 First Avenue, BCD, D401, New York, NY 10016, Tel: 212.263.1137, Fax: 212.263.8234,
<email>adina.kalet@nyumc.org</email>
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<volume>34</volume>
<issue>10</issue>
<elocation-id>10.3109/0142159X.2012.706727</elocation-id>
<abstract>
<sec id="S1">
<title>Background</title>
<p id="P1">Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia module on the abdominal exam incorporating different types of interactivity.</p>
</sec>
<sec id="S2">
<title>Methods</title>
<p id="P2">As part of their physical diagnosis course, 162 second-year medical students were randomly assigned (1:1:1) to Watch, Click or Drag versions of the abdominal exam module. First, students’ prior knowledge, spatial ability, and prior experience with abdominal exams were assessed. After using the module, students took a posttest; demonstrated the abdominal exam on a standardized patient; and wrote structured notes of their findings.</p>
</sec>
<sec id="S3">
<title>Results</title>
<p id="P3">Data from143 students were analyzed. Baseline measures showed no differences among groups regarding prior knowledge, experience, or spatial ability. Overall there was no difference in knowledge across groups. However, physical exam scores were significantly higher for students in the Click group.</p>
</sec>
<sec id="S4">
<title>Conclusions</title>
<p id="P4">A mid-range level of behavioral interactivity was associated with small to moderate improvements in performance of clinical skills. These improvements were likely mediated by enhanced engagement with the material, within the bounds of learners’ cognitive capacity. These findings have implications for the design of CAI materials to teach procedural skills.</p>
</sec>
</abstract>
</article-meta>
</front>
</pmc>
</record>

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