Learning and Instruction,
Год журнала:
2022,
Номер
83, С. 101632 - 101632
Опубликована: Май 28, 2022
After
impasses,
the
adjustment
strategies
learners
can
use
in
simulations
differ
from
ones
that
are
available
real-life
situations.
An
open
question
is
whether
with
different
levels
of
prior
knowledge
to
adjust
their
behavior
and
chosen
strategy
helps
learning.
In
addition,
it
unclear
stable
throughout
learning
process.
To
answer
these
questions,
we
conducted
two
studies
both
used
a
medical
education
simulation
which
learner
collaborated
an
agent-based
radiologist
diagnose
patients.
study
1
found
further
evidence
generation
was
only
helpful
for
intermediate
whereas
likelihood
accurate
diagnosis
descreased
low
or
high
knoweledge.
Study
2,
three
relatively
clusters:
reflective
learners,
variable
generators,
thus
offering
potential
adaptive
scaffolding.
BMC Medical Education,
Год журнала:
2020,
Номер
20(1)
Опубликована: Май 1, 2020
Abstract
Background
For
patients
with
cancer,
being
well
informed
by
their
oncologist
about
treatment
options
and
the
implications
thereof
is
highly
relevant.
Communication
skills
training
(CST)
programs
have
shown
to
be
effective
in
improving
clinicians’
communication
skills,
yet
CSTs
are
time-consuming,
inconvenient
schedule,
costly.
Online
education
enables
new
ways
of
accessible
learning
a
safe
personalised
environment.
Aim
methods
We
describe
design
digital
CST-tool
for
information
provision
that
meets
oncologists’
needs.
used
CeHRes
Roadmap
user-centred
as
guiding
framework.
Phase
1
(Contextual
Inquiry)
involved
consultation
literature
focus
group
interview
study
uncover
needs
preferences
regarding
skill
information-provision.
In
phase
2
(Value
Specification),
two
multidisciplinary
expert
panels
specified
content
format
training.
3
(Design)
encompassed
an
iterative
development
process,
including
user
assessment
sessions
5
individual
which
prototypes
were
tested.
All
recorded
independently
analyzed
researchers.
Results
Based
on
users
inquiry
opinion
value
specification
phase,
relevant
(sub)
requirements
defined
consider
.
It
was
decided
develop
conventional
e-learning
chatbot.
Personalization
interactivity
integrated
features
allow
e.g.,
choosing
text,
video
or
animation;
upload
video-recorded
consultations
receive
peer-feedback;
consult
expert.
revealed
that,
overall,
participants
expressed
willingness
use
tool
acquire
information-provision
skills.
Individual
testing
(including
junior
clinicians),
indicated
preference
chatbot
over
e-learning.
Conclusion
offer
description
extensive
work
conducted
collaboration
multiple
health
care
professionals
iteratively
innovative
tools
would
appropriately
engage
oncologists
giving
The
resulting
appreciated
thus
provide
solid
basis
further
testing.
CIN Computers Informatics Nursing,
Год журнала:
2021,
Номер
40(3), С. 154 - 164
Опубликована: Авг. 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.
Learning and Instruction,
Год журнала:
2022,
Номер
83, С. 101632 - 101632
Опубликована: Май 28, 2022
After
impasses,
the
adjustment
strategies
learners
can
use
in
simulations
differ
from
ones
that
are
available
real-life
situations.
An
open
question
is
whether
with
different
levels
of
prior
knowledge
to
adjust
their
behavior
and
chosen
strategy
helps
learning.
In
addition,
it
unclear
stable
throughout
learning
process.
To
answer
these
questions,
we
conducted
two
studies
both
used
a
medical
education
simulation
which
learner
collaborated
an
agent-based
radiologist
diagnose
patients.
study
1
found
further
evidence
generation
was
only
helpful
for
intermediate
whereas
likelihood
accurate
diagnosis
descreased
low
or
high
knoweledge.
Study
2,
three
relatively
clusters:
reflective
learners,
variable
generators,
thus
offering
potential
adaptive
scaffolding.
