scholarly journals Design and Development of an Interactive Web-Based Simulator for Trauma Training: A Pilot Study

2021 ◽  
Vol 45 (11) ◽  
Author(s):  
Blanca Larraga-García ◽  
Luis Castañeda López ◽  
Francisco Javier Rubio Bolívar ◽  
Manuel Quintana-Díaz ◽  
Álvaro Gutiérrez
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Vital Signs ◽  
Pelvic Trauma ◽  
Trauma Treatment ◽  
Web Based ◽  
Trauma Training ◽  
Web Based Learning ◽  
The Right ◽  
Better Than

AbstractTrauma is the leading cause of death in people under 45 years old and one of the leading causes of death in the world. Therefore, specific trauma training during medical school as well as after it is crucial. Web-based learning is an important tool in education, offering the possibility to create realistic trauma scenarios. A web-based simulator has been developed and a pilot study has been accomplished to trial the simulator. A pelvic trauma scenario was created and 41 simulations were performed, 28 by medical students and 13 by doctors. The data analyzed are the actions taken to treat the trauma patient, the evolution of the vital signs of the patient, the timing spent on deciding which action to take, when each action was performed and the consequence that it had on the patient. Moreover, a post-simulation questionnaire was completed related to the usability of the simulator. The clinical treatment performance of doctors is better than the performance of medical students performing more actions correctly and in the right sequence as per ATLS recommendations. Moreover, significant differences are obtained in the time response provided to the patients which is key in trauma. With respect to the usability of the tool, responses provide a positive usability rating. In conclusion, this pilot study has demonstrated that the web-based training developed can be used to train and evaluate trauma management. Moreover, this research has highlighted a different approach to trauma treatment between medical students and doctors.

scholarly journals Why Medical Students Choose to Use or Not to Use a Web-Based Electrocardiogram Learning Resource: Mixed Methods Study (Preprint)

2018 ◽  
Author(s):  
Mikael Nilsson ◽  
Uno Fors ◽  
Jan Östergren ◽  
Gunilla Bolinder ◽  
Samuel Edelbring
Keyword(s):  
Medical Students ◽  
Study Strategies ◽  
Learning Goals ◽  
Learning Needs ◽  
Learning Resource ◽  
Web Based ◽  
Self Regulated Learning ◽  
Web Resource ◽  
Web Based Learning ◽  
Ecg Interpretation

BACKGROUND Electrocardiogram (ECG) interpretation is a core competence and can make a significant difference to patient outcomes. However, ECG interpretation is a complex skill to learn, and research has showed that students often lack enough competence. Web-based learning has been shown to be effective. However, little is known regarding why and how students use Web-based learning when offered in a blended learning situation. OBJECTIVE The aim of this paper was to study students’ use of Web-based ECG learning resources which has not previously been studied in relation to study strategies. METHODS A qualitative explanatory design using mixed methods was adopted to explore how medical students reason around their choice to use or not to use a Web-based ECG learning resource. Overall, 15 of 33 undergraduate medical students attending a course in clinical medicine were interviewed. Data on usage of the resource were obtained via the learning management system for all students. At the final examination, all the students answered a questionnaire on study strategies and questions about internet access and estimated their own skills in ECG interpretation. Furthermore, study strategies and use patterns were correlated with results from an ECG Objective Structured Clinical Examination (OSCE) and a written course examination. RESULTS In total, 2 themes were central in the students’ reasoning about usage of Web-based ECG: assessment of learning needs and planning according to learning goals. Reasons for using the Web resource were to train in skills, regarding it as a valuable complement to books and lectures. The main reasons for not using the resource were believing they already had good enough skills and a lack of awareness of its availability. Usage data showed that 21 students (63%) used the Web resource. Of these, 11 were minimal users and 10 were major users based on usage activity. Large variations were found in the time spent in different functional parts of the resource. No differences were found between users and nonusers regarding the OSCE score, final examination score, self-estimate of knowledge, or favoring self-regulated learning. CONCLUSIONS To use or not to use a Web-based ECG learning resource is largely based on self-regulated learning aspects. Decisions to use such a resource are based on multifactorial aspects such as experiences during clinical rotations, former study experiences, and perceived learning needs. The students’ own judgment of whether there was a need for a Web-based resource to achieve the learning goals and to pass the examination was crucial for their decisions to use it or not. An increased understanding of students’ regulation of learning and awareness of variations in their ECG learning needs can contribute to the improvement of course design for blended learning of ECG contexts for medical students.

scholarly journals Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic, E-learning versus Video: a Web-Based Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Mélanie Suppan ◽  
Loric Stuby ◽  
Emmanuel Carrera ◽  
Philippe Cottet ◽  
Avinash Koka ◽  
...  
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
National Institutes Of Health ◽  
Web Based ◽  
Learning Group ◽  
Randomized Controlled ◽  
Learning Module ◽  
Learning Path ◽  
E Learning ◽  
Better Than

BACKGROUND The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for healthcare professionals. Senior medical students have been incrementally used on the front line to overcome the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, might lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE Our aim was to determine whether an electronic learning (e-learning) module could improve distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS A randomized, controlled, data-analyst blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a learning path designed to distantly learn the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden while the e-learning group followed the updated version of a previously tested highly-interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. Difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS Out of 158 potential participants, 88 started their allocated learning path, and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 [95%CI 37 to 39] correct answers versus 35 [95%CI 34 to 36], P<.001). Participants in the e-learning group scored five elements better than the video group: key NIHSS concepts (P=.02), the consciousness – global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03) and the sensory item (P=.04). CONCLUSIONS Compared to the traditional didactic video, a highly-interactive e-learning module enhances distance learning and NIHSS knowledge acquisition in senior medical students.

scholarly journals Attitudes on vaccination among Portuguese travelers and Brazilian migrans: A pilot study in Portugal

2019 ◽  
Vol 49 ◽  
Author(s):  
Ricardo Igreja ◽  
Katy Barros ◽  
Rosa Teodosio
Keyword(s):  
Pilot Study ◽  
Protective Effect ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Web Based ◽  
The Mean ◽  
Self Administered Questionnaire ◽  
Travel Clinic ◽  
Better Than

Introduction: Anti-vaccination movements exist in Europe and it may reduce adherence to international vaccination.Objectives:To evaluate attitudes on vaccination among Portuguese travelers and Brazilian migrants in Portugal.Material and Methods:Between May and June 2019 a cross-sectional survey was carried out in the Travel Clinic of the Institute of Hygiene and Tropical Medicine of Lisbon. A self-administered questionnaire was applied after medical consultation. Travelers were asked about their attitudes to vaccines. An anonymous web-based survey was sent to Brazilian migrants living in Portugal for at least 6 months.Results: 55 Portuguese (P) travelers and 22 Brazilian (B) migrants answered the questionnaire. 47.3% of Portuguese travelers were male; the mean age was 33 years; reason for travel: tourism (43.6%) or business (30.9%). 31.8% of Brazilian migrants were male and the mean age was 44 years; 71.4% were living in Portugal for ≤ 2 years. Attitudes towards vaccines: 64.8% P and 68.2% B prefer to vaccine even when the risk of acquire a disease is low; 64.1% P and 95.5% B consider that the resistance acquired by disease is better than resistance acquired by vaccine; 75.5% P and 77.3% B prefer to vaccine even when diseases are not severe; 5.6% P and 13.6% B don’t take vaccines because they are afraid of side effects.About the reasons to accept a vaccine, travelers/migrants consider very important to trust in the doctor (100% P, 95.4% B), and the excellent protective effect of a vaccine (98.1% P, 90.9% B).Conclusions: Portuguese travelers and Brazilian migrants in Portugal seem to have a favorable attitude towards vaccination, despite the anti-vaccination movements in Europe. They believe that trust in the doctor and excellent protection of the vaccines are reasons to accept it. The quality of traveler's advice may maintain/increase adherence to vaccination. 

scholarly journals The Synchronous Online Argumentation System User Interface with an Integrated Design Framework: Redesign and Evaluation

2020 ◽  
Vol 9 (1) ◽  
pp. 106
Author(s):  
Ayu Nuswantari ◽  
Ying-Tien Wu ◽  
Herman Dwi Surjono
Keyword(s):  
User Interface ◽  
Integrated Design ◽  
Learning Activity ◽  
Web Based ◽  
Web Based Learning ◽  
Score Difference ◽  
Argumentation System ◽  
System User ◽  
Better Than ◽  
Synchronous Online

The Synchronous online argumentation system is highly needed to facilitate learning activity in this internet era. To gain deeper insights about this important issue, this study developed nine principles based on Cognitive Load, User Interface, and User Experience to redesign a system. With this framework, 48 (forty-eight) students of Chi-Ying High School had tested with two prototypes, and the second prototype used the nine principles. The systems were measured with Web-Based Learning Environment (WEBLEI) and System Usability Test (SUS). The result of WEBLEI measurement shows that the second prototype gives better result and shows higher user acceptance than the first prototype. The result of SUS measurement shows that the usability of the second prototype is better than on the first prototype with (4.43) SUS score difference. The result shows that the use of nine principles that applied to the second prototype does increase the usability and acceptance of the students.

Effects of Cognitive Styles on Web-Based Learning: Desktop Computers Versus Mobile Devices

2017 ◽  
Vol 56 (5) ◽  
pp. 750-769 ◽  
Author(s):  
Jen-Hang Wang ◽  
Li-Ping Chang ◽  
Sherry Y. Chen
Keyword(s):  
Individual Differences ◽  
Student Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Cognitive Styles ◽  
Similar Amount ◽  
Web Based ◽  
Web Based Learning ◽  
Desktop Computers ◽  
Better Than

Mobile devices (MDs) change the way of teaching and learning. However, not every student can appreciate the value of MDs. Thus, it is necessary to consider individual differences. Among various individual differences, cognitive styles particularly affect student learning because they refer to individuals’ information processing habits. In this vein, this study aimed to compare the effects of desktop computers (DCs) and MDs on student learning from a cognitive style perspective. The results demonstrated that students in the MD scenario showed more positive reactions than those in the DC scenario. Students in the MD scenario generally performed better than those in the DC scenario. In addition, Holists and Serialists performed differently in the DC scenario, while they demonstrated similar performance in the MD scenario. However, they spent a similar amount of time for completing the tasks, regardless of the DC scenario and MD scenario.

scholarly journals Utilizing Web Based Learning as 21st Century Learning Media for Vocational Education

2018 ◽  
Vol 7 (4.33) ◽  
pp. 157
Author(s):  
Ervina Dika Tria Puspitasari ◽  
Herman Dwi Surjono ◽  
Asnul Dahar Minghat
Keyword(s):  
Information Technology ◽  
Vocational Education ◽  
Learning Model ◽  
Internet Technology ◽  
Learning Technology ◽  
Web Based ◽  
Web Based Learning ◽  
The World ◽  
E Learning ◽  
The Right

This study examines the development of information technology that focuses on the use of web based learning as a learning medium in the world of vocational education. Web-based learning provides convenience for students in learning activities such as increasing productivity, flexible and interactive. The results obtained from several literature studies from journal articles, opinion papers, conceptual papers, etc. were analyzed for content related to the use of web based learning in the world of vocational education. The result of the literature review in this paper is that E-learning is a learning process that is poured through internet technology, with the principle of simple, personal, and fast need to be considered. Therefore, the principles and communication of learning need to be designed like conventional learning. The need for developing the right e-learning learning model according to needs. Web base learning is a learning model that requires technological tools, especially information technology such as computers and internet access. In practice, web base learning utilizes internet facilities as a medium for delivering information (material) learning such as websites, e-mail, mailing lists, and news groups. The planned use of web-based learning technology has proven to provide a significant contribution to the world of education, especially for vocational education that requires students to think critically. In implementing web based learning, there are several factors that need to be considered such as supporting facilities and infrastructure, users (students as users and teachers/lecturers/experts as material presenter), readiness of online materials and costs.   

scholarly journals COMPARISON BETWEEN PAPER-BASED AND WEB- BASED TEST IN THE CLINICAL SKILLS LABORATORY OF UNDERGRADUATE STUDENTS

2019 ◽  
Vol 8 (2) ◽  
pp. 77
Author(s):  
Doni Widyandana
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Clinical Skills ◽  
Working Hours ◽  
Undergraduate Medical Students ◽  
Web Based ◽  
Web Based Learning ◽  
Skills Laboratory ◽  
E Learning ◽  
The Web

Background: E-Learning or web-based technology can be used to train undergraduate medical students’ clinicalreasoning skills. Currently, many learning methods are being developed using web-based environment to replacepaper-based because they are more efficient in terms of paper usage and are flexible for a student in accessingmaterials. This study aims to explore student’s working durationaccess time and scores upon the usage of webbasedtest, to compare students’ scores to paper-based test scores, to explore the advantages anddisadvantages, andsuggestions to improve the web-based learning method.Method: This study randomly enlisted 60 medical students of Universitas Gadjah Mada, Yogyakarta, Indonesiaand divided them into web-based (n = 30) and paper- based test (n = 30) groups. Students answered 15 disastermanagement questions and completed a questionnaire. The scores and times needed to answer the questions werecompared using the Mann-Whitney and Independent Sample tests.Results: The duration to answer in the web-based group was shorter than in paper- based group (p = 0.001), butthe average scores difference was not significant (p = 0.169). In the web-based group, similar numbers of studentsaccessed the website during and after working hours. Survey questionnaire results showed that most students realizedthe advantages of this program and gave appropriate suggestions.Conclusion: Practicing clinical reasoning skills using web-based learning method is more time-efficient comparedto the paper-based test. Its high-accessibility improves the learning interest and motivation of the student, with anequal outcome to the paper-based test.

scholarly journals Transition in Learning Approach for Undergraduate Medical Students of Bangladesh in Covid 19 Pandemic: A Situation Analysis

2021 ◽  
Author(s):  
Fatiha Tasmin Jeenia ◽  
Md Jamal Uddin Tanin ◽  
Jannatul Ferdoush ◽  
Fatema Johora ◽  
Afroza Hoque ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Education System ◽  
Traditional Approach ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Web Based ◽  
Online Class ◽  
Web Based Learning ◽  
Medical Education System

Background and Objectives: The outbreak of Covid 19 pandemic has fundamentally transformed the landscape of medical education system upside down worldwide. And this unanticipated transition of medical education without any pre build infrastructure has made this altered prospect more challenging in Bangladesh. Though many countries across the world utilize web based learning along with traditional approach, but medical students of Bangladesh are mostly unfamiliar and unaccustomed with this newly imposed online learning avenue. Therefore, this study has evaluated the familiarity, usage, attitude of students towards online class and figured out the barriers witnessed by students in web based learning in Bangladesh prospect. Methods: This cross sectional, questionnaire based study was conducted in medical colleges across Bangladesh. A questionnaire linked to google form were distributed to undergraduate medical students all over Bangladesh through different social platforms. Students who showed interest, filled up the questionnaire with consent and submitted voluntarily. Those answered questionnaires were automatically stored in Google drive in a specific email ID. After completion of data collection, all data were transferred in a spread sheet and statistical analysis was done. Results: A total of 1709 students participated in this study willingly from around Bangladesh. Among the respondents 45.1% were satisfied with online class. Though most of the students (45.8%) think online class in medical education is not effective like traditional lectures but many of them (47.4%) agrees to the point that online class should have complementary role in medical education. One of the strong attitude of medical students regarding web based learning revealed in this study that, most of them undoubtedly in unison (49.5% disagree, 30.3% strongly disagree) with that web based learning can never replace traditional lecture class in medical education. 77.2% students responded that web based learning is interactive. 54.9% students pointed out that they experienced interrupted internet connections with low internet speed during class time which is a barrier to WBL. 83.2% of the respondents complained about facing audio visual problem during online class which is attributed to the poor network connectivity. Most students in Bangladesh (74.8%) found online classes costly and 53.8% of the students needed technical supports for continued online class. Conclusion: This study finding can suggest a potential reform for medical education system of Bangladesh addressing the obstacles and expectations of students which can execute a fruitful web based learning in Bangladesh.

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