Search PubMed⌕ Search
Home/Archive/PubMed

PubMed · 15763881

A technology using feedback to manage experience based learning.

Tim Dornan·Martin Brown·Dan Powley·Mike Hopkins
View original source ↗Export metadata ↓

Abstract

The aim was to establish how ICT could apply feedback principles to experience based learning. Based on a survey of student and staff requirements, we developed a personalized educational technology ('iSUS') that: (1) Made students clear what they should learn; (2) Helped them meet appropriate real patients; (3) Encouraged reflective feedback; (4) Calculated benchmarks from accumulated feedback; (5) Compared individual students' feedback against those benchmarks; (6) Matched clinical activities to curriculum objectives; (7) Gave feedback to teachers and course leads. Bench testing proved the system usable. During seven weeks of real time use, a whole year group of 111 students feedback on 1183 learning episodes. Five hundred and forty-one (46%) of feedback episodes were self initiated. We have successfully prototyped an application of feedback principles to experience based learning that students seem to find useful.

Explore related subjects

Computer-Assisted InstructionCurriculumEducation, Medical, UndergraduateEducational MeasurementFeedbackHumansLearningProblem-Based LearningJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Tim Dornan, Martin Brown, Dan Powley, Mike Hopkins. 2004. A technology using feedback to manage experience based learning.. https://doi.org/10.1080/01421590400016340

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2006

Computer-assisted instruction in clinical education: a roadmap to increasing CAI implementation.

This reflection is based on the premise that clinical education can be improved by more widespread use of computer-assisted instruction (CAI) and that a roadmap will enable more medical educators to begin using CAI. The rationale for CAI use includes many of its inherent features such as incorporation of multimedia and interactivity yet the use of CAI remains limited, apparently because educators are not convinced about the role for CAI. Barriers to CAI use are discussed including misinterpretation of the literature for CAI effectiveness; a disconnect between CAI developers and the educators who make decisions about CAI use; and the paucity of knowledge regarding how to integrate CAI effectively into clinical education. Specific roles for CAI in undergraduate and graduate medical education can include improving uniformity of instruction, providing documentation of exposure or competence, improving the learners' educational experience or outcomes, and assessment that is matched to learning. Funding for CAI remains an important barrier but the authors believe that this will be overcome when use of CAI becomes more widespread.

Computer-Assisted Instruction↗
PubMed2006

Providing advanced degrees in dental hygiene via computer mediated distance learning: a model program.

A chief concern regarding distance education for the health professions is quality of the experience. Distance education has the potential for expanding student access, providing individualized instruction, and promoting active learning among geographically separated members of learning groups. Students and professors who have participated in distance learning platforms have expressed concerns about technical problems, inability to interact in real time with each other, and other frustrations related to this type of delivery. The Dental Hygiene program at the University of Missouri-Kansas City (UMKC) has addressed these issues and enhanced an already successful program by putting the professor, a technologist, and the student in the same space, at the same time, in real time. This enhancement has substantiated the ability of distance education to provide instruction among geographically separated members of learning groups, making it a plausible solution to the shortage of educators in healthcare professions.

Computer-Assisted Instruction↗
PubMed2006

Interactive technologies and videotapes for patient education in cancer care: systematic review and meta-analysis of randomised trials.

GOALS OF WORK: Patients diagnosed with cancer need education as they face complex decisions. There is limited evidence about the impact of new educational technologies for cancer patients. This paper investigates whether interactive technologies and videotapes for patient education in cancer care improve knowledge, satisfaction or other outcomes. METHODS: Literature search of five computerised databases (Medical Literature Analysis and Retrieval System, Excerpta Medica Database, Cumulative Index to Nursing and Allied Health Literature, Cochrane Controlled Trials Register and Cochrane Database of Systematic Reviews) and bibliography searches identified relevant randomized controlled trials. Two reviewers independently assessed trial quality. Summary effects for knowledge and satisfaction were calculated using random-effects models (RevMan 4.2 software). Continuous data were summarised as weighted mean differences and dichotomous data as odds ratios, each with their respective 95% confidence interval. Standardised effect sizes for these outcomes were calculated and contrasted. RESULTS: Nine randomised control trials with 1,678 patients were identified. Three evaluated the use of videotapes, and six evaluated computer technologies. Studies were of good-quality design but were variable in instruments, content, populations, outcomes and results. Educational technologies showed improved patient knowledge (effect sizes ranging from 0.12 to 1.03). Satisfaction was improved in some studies, but the overall effect was more equivocal--effect sizes ranged (0.05 to 0.40) of benefit for knowledge and from 0 to 0.40 for satisfaction. CONCLUSIONS: The trials present preliminary evaluations of the technology in North America, the UK and Australia. There is a trend to improved knowledge and satisfaction. The ways in which the interventions are delivered and the extent of communication with a health professional affect patient responses.

Computer-Assisted Instruction↗