PubMed · 16536097
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Robert Pratt, Carol Pellowe, Jim Adams, Heather Loveday, Simon Jones, Jean Shelley, Deborah King. 2006. Beating the bug.. https://pubmed.ncbi.nlm.nih.gov/16536097/
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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.
PURPOSE: Computer-based training (CBT) systems offer the potential to efficiently support modern teaching and learning. However, it is still unknown if a similar efficient learning experience built on sound learning theories and corresponding design principles can be created in the complex health care environment. The purpose of this paper is to analyse to what extent learning theories and corresponding design principles are relevant and can successfully be applied in computer-based training in medicine. METHODS: We use the case-based CBT system CAMPUS as an example for a CBT system currently used to enhance the medical teaching and learning experience. We apply two well-accepted learning theories (Bloom's taxonomy and practice fields) and related design principles to determine to what extent they are relevant and fulfilled in the context of CAMPUS. RESULTS: We demonstrate that in principle these learning theories and design principles can be implemented using computer-based training. However, not all design principles can be fulfilled by the system alone; rather the integration of the system into adequate -- traditional or virtual -- teaching and learning environments is essential. CONCLUSIONS: Traditional learning theories and design principles are a valuable means in designing adequate CBT systems in medicine. They can be successfully implemented in CBT systems for medical education if the system itself is adequately integrated into teaching and learning environments.
M2DM (multi access services for telematic management of diabetes mellitus, ) is an EU-funded telemedicine project that aims at increasing the quality of diabetes care by improving communication between patients and caregivers. As part of this project, we have undertaken the initial work of describing the necessary requirements (framework) of an advanced educational component for M2DM in accordance with the latest Semantic Web concepts. This paper describes our proposed semantic framework for educational content management, customisation and delivery. A big internet challenge today is to find and push situation and user-specific quality knowledge to users based on their actual individual needs, circumstances and profiles at any given time. We believe that the semantic framework presented in this paper could be a good step towards meeting this challenge. Benefits for users, both developers and end users, of adopting such framework are also discussed. The ideas discussed in this paper could be easily adapted to other similar services besides M2DM and to different health topics besides diabetes mellitus.