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PubMed2004

Cognitive theories and the design of e-learning environments.

Cognitive development refers to a mental process by which knowledge is acquired, stored, and retrieved to solve problems. Therefore, cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development and their capacity to learn and solve problems. Cognitive developmental research has had a great impact on the constructivism movement in education and educational technology. In order to appreciate how cognitive developmental theories have contributed to the design, process and development of constructive e-learning environments, we shall first present Piaget's cognitive theory and derive an inquiry training model from it that will support a constructivism approach to teaching and learning. Second, we will discuss an example developed by NASA that used the Web as an appropriate instructional delivery medium to apply Piaget's cognitive theory to create e-learning environments.

Cognitive Science↗
PubMed2000

Instructional technology in medical education: lessons learnt.

New instructional technologies, especially Web-based applications, may play an increasing role in medical education, particularly for distance and distributed learning. As medical educators turn to this medium, numerous benefits and opportunities, but also challenges and pitfalls, will arise. The successful development and implementation of instructional technologies in medicine require an appreciation of the medium's heterogeneous nature, its strengths, weaknesses and limitations. These in turn rely on partnerships with various experts and the early adoption of evaluation. We have summarized the lessons learnt from developing Web-based courses on palliative care in a framework for adopting instructional technologies. This framework incorporates development, implementation and evaluation.

Education, Distance↗
PubMed1999

Remote Communities Services Telecentre Project.

The delivery of teleservices to rural communities is challenged by the high cost of infrastructure and maintenance. This is compounded if land-based telecommunication links are absent or if bandwidth is limited, as is the case in many areas of the world. The concept of the Remote Communities Services Telecentre (RCST) is a shared-use facility that can be implemented in rural and remote communities to provide telelearning, telehealth, communications, and information access services. This can be through conventional telephony or cable or, as more likely in remote regions, through the use of a shared wireless facility using satellite. This model is being implemented as a wireless network in the Province of Newfoundland through collaboration between the Telemedicine and Educational Technology Resources Agency (TETRA) of Memorial University and a number of partners. Private sector partners in St John's include Collaborative Network Technologies Inc. (CNTI) and FutureWorks Inc. Partners in Ottawa include Telesat Canada, QTECH Hybrid Systems, and the Communications Research Centre. Funding support has been provided by the Canadian Network for the Advancement of Industry, Research and Education (CANARIE); Operation ONLINE of Newfoundland and Labrador; and the European Space Agency. The Newfoundland partners were part of the Team Canada exhibitors group at the G7 Information Minister's Summits in 1995 (Brussels) and 1996 (Johannesburg). The TETRA Centre at Memorial University has previously been involved with international telehealth and telelearning projects in Africa and the Caribbean. This presentation will discuss the RCST project as a model for widespread implementation in the belief that many rural communities world-wide which currently lack adequate wired telecommunications, will opt strategically for a wireless solution given technologic and economic realities. The concept of the Remote Communities Services Telecentre (RCST) is to provide a telecommunications resource facility in small remote communities that have limited communications infrastructure. Such communities are found throughout the world, in lesser-developed and developed countries. In Canada, these communities tend to be in the north. The Telemedicine and Educational Technology Resources Agency (TETRA) of Memorial University has considerable experience in the delivery of services in education and health to such northern Canadian communities.

Computer Systems↗
PubMed2005

A compliance and satisfaction with home exercise: a comparison of computer-assisted video instruction and routine rehabilitation practice.

Computerized educational technology, in various forms, is permeating the health care setting, and clinicians and program managers are charged with evaluating its potential to improve patient health outcomes. The purpose of this randomized controlled trial was to compare two alternative methods of therapeutic exercise instruction in a sample of orthopedic rehabilitation patients (n = 40). The traditional (control) group received routine inpatient rehabilitation exercise education from physical therapists (using demonstrations, verbal feedback, and written materials), and the technology (intervention) group received routine care as described plus one additional therapeutic session in which a customized set of exercises was downloaded from a computerized database to videotape by each patient's therapist and given to the patient for continued use at home. Data on patient compliance and patient satisfaction were collected at patient discharge and at four-week follow-up using a questionnaire designed specifically for this study. Analysis of results showed no significant differences in patient compliance or patient satisfaction between the two study groups. Results of this randomized trial suggest that computerized patient education technology may not provide the benefits anticipated.

Aged↗
PubMed2003

Virtual reality training for health-care professionals.

Emerging changes in health-care delivery are having a significant impact on the structure of health-care professionals' education. Today it is recognized that medical knowledge doubles every 6-8 years, with new medical procedures emerging everyday. While the half-life of medical information is so short, the average physician practices 30 years and the average nurse 40 years. Continuing education thus represents an important challenge to face. Recent advances in educational technology are offering an increasing number of innovative learning tools. Among these, Virtual Reality represents a promising area with high potential of enhancing the training of health-care professionals. Virtual Reality Training can provide a rich, interactive, engaging educational context, thus supporting experiential learning-by-doing; it can, in fact, contribute to raise interest and motivation in trainees and to effectively support skills acquisition and transfer, since the learning process can be settled within an experiential framework. Current virtual training applications for health-care differ a lot as to both their technological/multimedia sophistication and to the types of skills trained, varying for example from telesurgical applications to interactive simulations of human body and brain, to virtual worlds for emergency training. Other interesting applications include the development of immersive 3D environments for training psychiatrists and psychologists in the treatment of mental disorders. This paper has the main aim of discussing the rationale and main benefits for the use of virtual reality in health-care education and training. Significant research and projects carried out in this field will also be presented, followed by discussion on key issues concerning current limitations and future development directions.

Computer Simulation↗
PubMed2004

The Doubles: a case study on developing a technology-based substance abuse education curriculum.

The Doubles, funded by the National Institute on Drug Abuse, is a seven-episode series of media tools designed to teach third and fourth grade students about the science of drug addiction. The program's curriculum is delivered via a set of videos, interactive CD-ROMs, workbooks, or an Internet site. This article examines the process used to develop The Doubles and argues that its success stems from the careful balancing of the needs of the funding agency, state and national curricular guidelines, and the target audience.

Child↗
PubMed2004

Overview of geriatric distance education for academic courses and continuing education.

Distance education technologies may be applied to academic settings, continuing education/continuing medical education settings or in combination to both. This article provides an overview of what we have learned about academic and continuing education/continuing medical education in geriatrics and gerontology. It includes information on the scope of distance education, the strengths and challenges of distance education, and discusses issues related to technology, intellectual property, instructional design and curriculum development, collaborative effort, marketing, evaluation, and research.

Certification↗
PubMedDate not supplied

Impact of a computer-assisted education program on factors related to asthma self-management behavior.

OBJECTIVE: To evaluate Watch, Discover, Think and Act (WDTA), a theory-based application of CD-ROM educational technology for pediatric asthma self-management education. DESIGN: A prospective pretest posttest randomized intervention trial was used to assess the motivational appeal of the computer-assisted instructional program and evaluate the impact of the program in eliciting change in knowledge, self-efficacy, and attributions of children with asthma. Subjects were recruited from large urban asthma clinics, community clinics, and schools. Seventy-six children 9 to 13 years old were recruited for the evaluation. RESULTS: Repeated-measures analysis of covariance showed that knowledge scores increased significantly for both groups, but no between-group differences were found (P: = 0.55); children using the program scored significantly higher (P: < 0.01) on questions about steps of self-regulation, prevention strategies, and treatment strategies. These children also demonstrated greater self-efficacy (P: < 0.05) and more efficacy building attribution classification of asthma self-management behaviors (P: < 0.05) than those children who did not use the program. CONCLUSION: The WDTA is an intrinsically motivating educational program that has the ability to effect determinants of asthma self-management behavior in 9- to 13-year-old children with asthma. This, coupled with its reported effectiveness in enhancing patient outcomes in clinical settings, indicates that this program has application in pediatric asthma education.

Adolescent↗
PubMed2001

From petting zoos to electronic classrooms: meeting the technology learning needs of family medicine teachers.

BACKGROUND AND OBJECTIVES: To meet the need for faculty development in the use of information technology for its membership, the Society of Teachers of Family Medicine (STFM) Program Committee implemented a pilot, fee-supported, electronic classroomformat at STFM's 2000 Annual Spring Conference. We assessed the characteristics of those who attended the sessions, the satisfaction of participants with the venue both from expressed satisfaction and enrollment, the financial viability of electronic classrooms, and whether participants used acquired skills 6 months after the conference. METHODS: An evaluation instrument was used to collect the demographic data on attendees and their satisfaction with the sessions they attended. This data was compiled and compared with the demographics of overall conference attendees. The enrollment and revenues for the electronic classrooms were totaled and compared with expenses. A 6-month post-conference phone survey was conducted to assess continued use of learned skills. RESULTS: Attendees were more likely to be physicians from community-based residencies. The program was filled to 80% capacity. Survey results indicated that the program was satisfying to attendees. Registration fees covered costs. Most participants were still using their new skills 6 months after the program. CONCLUSIONS: The electronic classroom pilot was successful and provides skills that participants use months after the program. This program can be used to meet the educational technology training needs of STFM members.

Adult↗
PubMed1999

Technology-based nursing education: overview and call for further dialogue.

With the rapid growth of technology has come increasing reliance among health science disciplines to integrate technology into many courses. It is apparent that this reliance on technology in nursing education is increasing rapidly regardless of any guiding philosophy of education or pedagogy. The two-fold purpose of this article is to review the development of technology-based nursing education and to identify areas requiring further dialogue among nurse educators. It is becoming clear that nurse educators need to analyze values, communication, and social processes when deciding, judging, and assessing technological use within curricula. Nurse educators need to reflect on the tidal wave of change brought by technology and begin an earnest dialogue regarding its impact on the discipline.

Communication↗
PubMedDate not supplied

Meeting the computer technology needs of community faculty: building new models for faculty development.

OBJECTIVE: We aimed to identify the evolving computer technology needs and interests of community faculty in order to design an effective faculty development program focused on computer skills: the Teaching and Learning Through Educational Technology (TeLeTET) program. METHODOLOGY: Repeated surveys were conducted between 1994 and 2002 to assess computer resources and needs in a pool of over 800 primary care physician-educators in community practice in East Texas. Based on the results, we developed and evaluated several models to teach community preceptors about computer technologies that are useful for education. RESULTS: Before 1998, only half of our community faculty identified a strong interest in developing their technology skills. As the revolution in telecommunications advanced, however, preceptors' needs and interests changed, and the use of this technology to support community-based teaching became feasible. In 1998 and 1999, resource surveys showed that many of our community teaching sites had computers and Internet access. By 2001, the desire for teletechnology skills development was strong in a nucleus of community faculty, although lack of infrastructure, time, and skills were identified barriers. The TeLeTET project developed several innovative models for technology workshops and conferences, supplemented by online resources, that were well attended and positively evaluated by 181 community faculty over a 3-year period. CONCLUSIONS: We have identified the evolving needs of community faculty through iterative needs assessments, developed a flexible faculty development curriculum, and used open-ended, formative evaluation techniques to keep the TeLeTET program responsive to a rapidly changing environment for community-based education in computer technology.

Community Health Services↗
PubMed2005

WebCT in occupational therapy clinical education: implementing and evaluating a tool for peer learning and interaction.

As occupational therapy expands into new practice arenas such as wellness, driver rehabilitation and ergonomics, educators are challenged to revise the curriculum as well as change educational technology. One of the changes in occupational therapy educational programmes is the utilization of on-line teaching. The purpose of this study was to evaluate the learning experiences of 42 occupational therapy students who were involved in a virtual learning environment during their six-week fieldwork placement. The results indicated that the majority of students enjoyed participating in this web-based learning environment (WebCT). A vast array of themes emerged from the on-line discussion and these themes reflected different levels of learning. Participation in WebCT during fieldwork appears to have a beneficial effect on student learning and achievement of stage 1 learning objectives by supporting students in peer learning. Other benefits include improving student autonomy during fieldwork, supporting self-directed learning and stimulating higher order thinking. Although the results of this study were positive there is still a need to further evaluate the effectiveness of web-based learning as an alternative to traditional educational methods during fieldwork education.

Computer-Assisted Instruction↗