Learning Outcomes of Digital Learning Interventions in Higher Education DOI
Marjorita Sormunen, Asta Heikkilä, Leena Salminen

et al.

CIN Computers Informatics Nursing, Journal Year: 2021, Volume and Issue: 40(3), P. 154 - 164

Published: Aug. 4, 2021

Implementing digital technologies has become a policy priority worldwide among all types of education. The COVID-19 pandemic further accelerated educational institutions' efforts to reorganize their teaching and introduce new learning technologies. Although using in higher education, including nursing, is considered modern innovative way learning, uncertainty exists concerning these technologies' actual usefulness achieving positive outcomes. aim this scoping review was examine the current evidence related effects on outcomes authors searched five electronic databases for relevant studies used method analyze synthesize evidence. Eighty-six articles from six disciplines met selection criteria. As key finding, interventions were mainly positive. Increased professional knowledge, skills, attitudes reflect advancement competence. Academic, collaborative, study turn, contribute general competence development. Our findings suggest that technology potential improve various disciplines.

Language: Английский

Effectiveness of Digital Education on Communication Skills Among Medical Students: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration DOI Creative Commons
Bhone Myint Kyaw, Paul Posadzki, Sophie Paddock

et al.

Journal of Medical Internet Research, Journal Year: 2019, Volume and Issue: 21(8), P. e12967 - e12967

Published: July 10, 2019

Effective communication skills are essential in diagnosis and treatment processes building the doctor-patient relationship.Our aim was to evaluate effectiveness of digital education medical students for development. Broadly, we assessed whether could improve quality future doctors' skills.We performed a systematic review searched seven electronic databases two trial registries randomized controlled trials (RCTs) cluster RCTs (cRCTs) published between January 1990 September 2018. Two reviewers independently screened citations, extracted data from included studies, risk bias. We also evidence using Grading Recommendations, Assessment, Development, Evaluations assessment (GRADE).We 12 studies with 2101 students, which 10 were cRCTs. The online modules, virtual patient simulations, video-assisted oral feedback. control groups didactic lectures, feedback, standard curriculum, role play, no intervention as well less interactive forms education. overall bias high, ranged moderate very low. For outcome, meta-analysis three comparing traditional learning showed statistically significant difference postintervention scores (standardized mean [SMD]=-0.19; 95% CI -0.9 0.52; I2=86%, N=3 [304 students]; small effect size; low-quality evidence). Similarly, four blended (ie, or offline plus learning) (SMD=0.15; -0.26 0.56; I2=86%; N=4 [762 additional more little (SMD=0.12; CI: -0.09 0.33; I2=40%; [893 moderate-quality knowledge reported (SMD=0.18; -0.2 0.55; I2=61%; N=2 [292 findings on attitudes, satisfaction, patient-related outcomes limited mixed. None adverse economic evaluation interventions.We found showing that is effective students' training. Blended seems be at least potentially than knowledge. There need further research other such reality, serious gaming, mobile attitude, effects cost-effectiveness

Language: Английский

Citations

206
Facilitating Diagnostic Competences in Simulations in Higher Education A Framework and a Research Agenda DOI Creative Commons
Nicole Heitzmann, Tina Seidel, Andreas Hetmanek

et al.

Frontline Learning Research, Journal Year: 2019, Volume and Issue: unknown, P. 1 - 24

Published: Dec. 3, 2019

Diagnosis is a prerequisite for successful professional problem-solving: A physician identifies an appropriate treatment based on diagnosis of the patient’s disease, and teacher selects learning task assessment student’s prior knowledge. Education in academic professions such as medicine or teaching often focuses acquisition conceptual knowledge from lectures books; opportunities students to engage practical diagnostic situations are typically rare. However, applying activities regarded necessary developing competences. In this article, we focus simulations which can actively practicing concerning cases practice. We review link research perspectives competences, their components development. This partly done by exploring commonalities differences competences teaching. Then, present approaches simulation, followed different types instructional support simulations. particular, forms scaffolding during problem-solving, possibly complementary roles expository instruction these kinds environments. Building reviewed, propose framework fostering higher education outline interdisciplinary approach design

Language: Английский

Citations

122
Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education DOI Creative Commons
Olga Chernikova, Nicole Heitzmann, Maximilian C. Fink

et al.

Educational Psychology Review, Journal Year: 2019, Volume and Issue: 32(1), P. 157 - 196

Published: July 3, 2019

Facilitating diagnostic competences is an important objective of higher education for many professions. This meta-analysis 35 empirical studies builds on a conceptual framework and investigates the role problem-solving, scaffolding, context to foster in learners with lower professional knowledge bases. A moderator analysis which type scaffolding effective different levels learners' bases, as well context. Instructional support has moderate positive effect (g = .39; CI [.22; .56]; p .001). Diagnostic are facilitated effectively through problem-solving independent base. Scaffolding types providing high guidance more less advanced learners, whereas relying self-regulation learners.

Language: Английский

Citations

115
Interventions for improving medical students' interpersonal communication in medical consultations DOI Creative Commons
Conor Gilligan, Erica L. James, Pamela Snow

et al.

Cochrane library, Journal Year: 2016, Volume and Issue: unknown

Published: Nov. 3, 2016

This is a protocol for Cochrane Review (Intervention). The objectives are as follows: To assess the effects of interventions medical students that aim to improve interpersonal communication in consultations.

Language: Английский

Citations

106
Interventions for improving medical students' interpersonal communication in medical consultations DOI
Conor Gilligan, Martine B. Powell, Marita Lynagh

et al.

Cochrane library, Journal Year: 2021, Volume and Issue: 2021(2)

Published: Feb. 9, 2021

Language: Английский

Citations

96
The Effects of Teacher Training on Teachers’ Family-Engagement Practices, Attitudes, and Knowledge: A Meta-analysis DOI
Tyler E. Smith, Susan M. Sheridan

Journal of Educational and Psychological Consultation, Journal Year: 2018, Volume and Issue: 29(2), P. 128 - 157

Published: April 16, 2018

When families are engaged in their education, children's academic, behavioral, and social-emotional development is indirectly supported. Many teacher-training programs (TTPs) focused on preparing teachers to communicate work with have been developed, although inconsistencies regarding effectiveness exist. The current meta-analysis of 39 studies systematically analyzed the effects TTPs teachers' family-engagement practices, attitudes, knowledge. included preservice university courses, teacher in-service, professional programs. Studies were coded for key sample, setting, quality characteristics. Analyses revealed had a significant positive effect all outcomes. Key intervention components also determined (e.g., communication strategies, collaborative planning, problem solving) can be used inform future TTPs. Although results promising, should aim improve methodological rigor study quality.

Language: Английский

Citations

91
Learning by playing with generative AI: design and evaluation of a role-playing educational game with generative AI as scaffolding for instant feedback interaction DOI

Chih‐Chung Chien,

Hung-Yu Chan,

Huei‐Tse Hou

et al.

Journal of Research on Technology in Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 20

Published: April 8, 2024

In this study, an online contextualized educational game was designed to provide interactive simulated dialogues using generative AI scaffolding (using ChatPDF) in a as for immediate feedback, where learners can access guides and explore knowledge. This study analyzed learners' behaviors while performing prompting the scaffolding, well psychological responses. A total of 59 students participated study. The results showed that had significantly high flow low activity anxiety tasks, feedback usefulness significant effects on learning aids. instant certain percentage direct answers or indirect suggestions, which is suitable scaffolding.

Language: Английский

Citations

17
How do teachers evaluate their parent communication competence? Latent profiles and relationships to workplace behaviors DOI
Martin Gartmeier, Markus Gebhardt,

Benjamin H. Dotger

et al.

Teaching and Teacher Education, Journal Year: 2016, Volume and Issue: 55, P. 207 - 216

Published: Jan. 23, 2016

Language: Английский

Citations

85
Peer Role-Play for Training Communication Skills in Medical Students DOI Open Access
Anthony Gélis, S. Cervelló, Romain Rey

et al.

Simulation in Healthcare The Journal of the Society for Simulation in Healthcare, Journal Year: 2020, Volume and Issue: 15(2), P. 106 - 111

Published: March 13, 2020

Peer role-play (PRP) is a simulation-based training method (SBTM) in which medical students alternately play the patient's and clinician's role. This review aimed to assess effectiveness of PRP for improving communication skills students. A systematic search was conducted MedLine, PsycInfo, ERIC databases. Studies were qualitatively analyzed according Kirkpatrick evaluation level (Kirkpatrick level) Medical Education Research Study Quality Instrument.Twenty-two studies included. assessing "reaction" 1, n = 15) found that appreciated, whereas those effect on "learning" 2, 12) improves but no more than other SBTMs. No study assessed real-life "attitudes" or "clinical outcomes" levels 3 4), 2 using had better cost-efficacy ratio use simulated patients. Compared with SBTMs, improved similarly seemed less expensive.

Language: Английский

Citations

70
Interacting with real-person non-player characters to learn history: development and playing behavior pattern analysis of a remote scaffolding-based situated educational game DOI

Hung-Yu Chan,

Shuwei Liu, Huei‐Tse Hou

et al.

Interactive Learning Environments, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 21

Published: March 28, 2023

This study developed an online role-playing history education game with real-person NPCs (Non-Player Characters). The features real people playing NPC characters, and provides a multi-dimensional scaffolding mechanism realistic story historical scenes, allowing learners to engage in strategic planning problem solving during event facilitate their empathy further promote understanding of figures feelings about events. A total 60 participants were recruited participate this study, 30 the experimental group (learning by game) control general case discussion). explored learning effectiveness, flow status, activity anxiety, empathy, usefulness scaffolding, fidelity, gaming behavioral patterns. results showed that learners' knowledge improved significantly under educational activities. also promoted empathy. Both groups had high flow. In addition, was noticed at rate, there degree usefulness. coded videos processes analyzed patterns collaborative learning.

Language: Английский

Citations

17