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PubMed2005

Attributes of interactive online health information systems.

The development of online communication systems related to prevention, decision making, and coping with cancer has outpaced theoretical attention to the attributes that appeal to system users and that create effective interactions. This essay reviews a number of sociotechnical attributes related to online discussion systems and tutorials, including interactivity, presence, homophily, social distance, anonymity/privacy, and interaction management. These attributes are derived from different theoretical perspectives which have led to clinical trials and other empirical studies demonstrating effectiveness or attraction to end users. The effects of a subset of these attributes are connected to learning, social influence, and coping, as illustrated in evaluations of an interactive smoking prevention site and a cancer advice/support discussion system.

Attitude to Health↗
PubMed2001

IVR Test & Survey: a computer program to collect data via computerized telephonic applications.

Several studies have demonstrated the advantages of using interactive voice response (IVR) technology to collect self-report data from research participants and recipients of psychological/medical services. IVR allows participants to phone a computer and respond to recorded questions by pressing the appropriate touch-tone keys on their telephone. Because this technology offers substantial benefits in terms of cost and efficiency, it is surprising that it has not been more widely utilized by researchers and practitioners. Along with the automation of the administration and scoring of tests or surveys, IVR provides for questioning to be adapted to the participants' responses. One possible explanation for the failure to exploit this technology is the absence of easy-to-use software that does not require programming knowledge. This article describes IVR Test & Survey, a program to facilitate the administration, scoring, and analysis of information collected with the use of IVR technology.

CD-I↗
PubMed2006

Teaching therapeutic communication VIA camera cues and clues: the video inter-active (VIA) method.

For nursing and other health care students to be effective, remain in their training, and subsequently join the health care workforce, they need to have good therapeutic communication skills. This article presents an innovative strategy to improve therapeutic communication skills for nursing and health sciences students. The Video Inter-Active (VIA) computer-based, challenge-response-record-evaluate method used in this pilot study engaged students in realistic responses to scenarios commonly encountered in health care settings and provided them with opportunities to see themselves and critique their responses. Findings from this pilot study indicate that the VIA method is an effective and efficient way for students to develop and practice therapeutic communication skills. In a relatively short period (5 weeks), their learning from this method far

Adult↗
PubMedDate not supplied

Effectiveness of interactive videodisc instruction for the continuing education of paramedics.

OBJECTIVES: To evaluate the effectiveness of interactive videodisc (IVD) instruction of paramedics through the use of computer analysis of trip sheets. DESIGN/SETTING: Prospective, controlled, in an urban 9-1-1, paramedic, emergency medical services (EMS) system with total call volume of 62,000/year; 15,000 advanced life support (ALS). INTERVENTIONS: All 150 paramedics in the system received eight hours of IVD instruction covering five subject areas: 1) airway; 2) head/cervical trauma; 3) chest; 4) shock; and 5) cardiac arrest. Trip sheets from 9,943 runs in the pre-IVD period were subjected to computer analysis, and a compliance score was generated using previously developed algorithms that assigned a weight to each omission and commission. After a nine-month IVD training period, 4,303 cases were collected and analyzed in the post-IVD period. Statistical analyses were made using "Student's" t-test and Chi-square with alpha set at 0.05. EXCLUSIONS: Only those records of adult patients who fit one of the five protocols were eligible for computer analysis. Of the 9,943 cases in the pre-IVD group, 480 (4.8%) were excluded, all due to inadequate data recording by the paramedics. A statistically similar portion, 233 (5.4%) of the 4,303 post-IVD instruction cases were excluded (p = .15). RESULTS: Overall the mean compliance score of the pre-IVD group was 0.65 +/- 0.19 (+/- SD). The post-IVD group score was 0.65 +/- 0.19 (p = 0.99). Analysis of scores for each algorithm also showed no significant differences. This study had an observed power of .94 to detect a difference in compliance as small as 0.030. CONCLUSION: Eight hours of IVD instruction did not result in improved paramedic performance as judged by computer analysis of trip sheets.

Adult↗
PubMed2001

Video vs. CD-ROM for teaching pelvic anatomy to third-year medical students. A comparison.

OBJECTIVE: To compare the effectiveness and student acceptance of video and CD-ROM review of pelvic anatomy in third-year obstetrics and gynecology students. STUDY DESIGN: A 34-item pretest was administered on the first day of the clerkship. Students were then randomized to watch a 45-minute video or use an interactive CD-ROM at home. All students took a posttest identical to the pretest. Examination scores were compared by paired and unpaired t test. Students completed a questionnaire on each method's ease, appropriateness, organization, appeal and time spent and whether they would recommend the method to others. RESULTS: One hundred seventy-six students were randomized, 88 to CD and 88 to video. There was 100% compliance, although not all questionnaire items were completed. The mean pretest score for both groups was 50%. The posttest CD mean score was significantly different from the posttest video mean (64% vs. 70%). Both groups significantly improved after the intervention. The video group noted ease of use, but only 49% recommended it for the future. The CD-ROM was recommended by 80%. Student comments favored the CD-ROM. CONCLUSION: Use of video review resulted in short-term significantly higher test scores, but students preferred an interactive CD-ROM. This method should be made available to all students during the rotation.

CD-I↗
PubMedDate not supplied

Technology-based vs. traditional instruction. A comparison of two methods for teaching the skill of performing a 12-lead ECG.

The purpose of this study was to compare the effectiveness of an interactive, multimedia CD-ROM with traditional methods of teaching the skill of performing a 12-lead ECG. A randomized pre/posttest experimental design was used. Seventy-seven baccalaureate nursing students in a required, senior-level critical-care course at a large midwestern university were recruited for the study. Two teaching methods were compared. The traditional method included a self-study module, a brief lecture and demonstration by an instructor, and hands-on experience using a plastic manikin and a real 12-lead ECG machine in the learning laboratory. The second method covered the same content using an interactive, multimedia CD-ROM embedded with virtual reality and supplemented with a self-study module. There were no significant (p < .05) baseline differences in pretest scores between the two groups and no significant differences by group in cognitive gains, student satisfaction with their learning method, or perception of self-efficacy in performing the skill. Overall results indicated that both groups were satisfied with their instructional method and were similar in their ability to demonstrate the skill correctly on a live, simulated patient. This evaluation study is a beginning step to assess new and potentially more cost-effective teaching methods and their effects on student learning outcomes and behaviors, including the transfer of skill acquisition via a computer simulation to a real patient.

Adult↗
PubMed2004

JUST in time health emergency interventions: an innovative approach to training the citizen for emergency situations using virtual reality techniques and advanced IT tools (the Web-CD).

This paper reports the results of the first of the two systems developed by JUST, a collaborative project supported by the European Union under the Information Society Technologies (IST) Programme. The most innovative content of the project has been the design and development of a complementary training course for non-professional health emergency operators, which supports the traditional learning phase, and which purports to improve the retention capability of the trainees. This was achieved with the use of advanced information technology techniques, which provide adequate support and can help to overcome the present weaknesses of the existing training mechanisms.

Adolescent↗
PubMed1995

Using interactive multi-media to teach the anatomy and pathology of the temporo-mandibular joint.

An interactive multi-media courseware on the Temporo-mandibular Joint is presented. All the latest technological innovations are integrated into this document to make the learning process more enjoyable for the user. We believe that the complex anatomy and physiology of this joint, and mostly its various disorders will be better understood with this interactive multi-media approach. The courseware is intended for continuing education in dentistry and medicine.

Anatomy↗
PubMed1995

"Informed consent" interactive videodisc for patients having a colonoscopy, a polypectomy, and an endoscopy.

These "informed consent" interactive videodisc programs use both graphic and live action sequences to describe in detail the diagnostic procedures of Endoscopy, Colonoscopy, and Polypectomy. Both benefits and possible risks are listed and described. After each sequence, the patient is asked whether the explanation is understood and/or whether the patient would like to discuss the procedure in more detail with a physician. The programs were designed for use with marginally literate patients and require no reading ability. Both programs are also ideal for general patient education.

Analog-Digital Conversion↗
PubMed1995

Learning medical and dental sciences through interactive multi-media.

Health professionals in various fields of Medicine and Dentistry must acquire comprehensive technological knowledge in order to practice their professions. A large portion of that knowledge cannot be found in a textbook. Examples of this type of information are data gleaned from viewing microscopic slides and dissecting cadavers. In order to fully comprehend an area of study in medicine, the student relies on various resources (often physically unrelated, like the x-ray department and the dissection room). This situation makes the teaching and learning processes much more difficult to accomplish, since the instructor and students have to manipulate multiple media and take the courses in various sites. Today's technology allows us to design and create teaching and learning tools that can alleviate these difficulties. Personal computers are now used to capture and display a vast array of information through many different media: text, sound, images, photographs, illustrations, animation and video. This information can be presented to the user with audio-visual interfaces designed to facilitate efficient communication of ideas. It is controlled primarily by the use of the mouse, at one's own pace. This interactive, multi-media approach to teaching and learning is called "Edutainment" (Education and Entertainment). This demonstration will show how these new tools are used to teach and learn about various subjects related to Medicine, particularly in Dermatology and Dentistry. Several courseware applications were developed, addressing various aspects of the field: Cancers of the Skin, Dental Development, the Temporomandibular joint, the Masticatory Muscles etc. These programs provide anthropological data on growth collected through longitudinal research, diagnosis and treatments of pigmented lesions of the skin, thousands of digitized x-rays accessible through a relational database, the latest imaging technology used to diagnose the temporomandibular disorders, high-quality photographs of dissecting room material of the head and neck region, 3-dimensional animation of physiological principles of the temporomandibular joint movements, digital video of examination techniques, and other valuable resources to the user. The software were developed for both platforms, Macintosh and PC/Compatible, and all of them are in English and French, with some titles available in Spanish. To facilitate their distribution and usage, they were written to hybrid CD-ROMs, i.e., one CD-ROM was produced for each application, containing versions for both platforms in all languages. The CD-ROMs were recorded in our premises. During the presentation, the technical aspects of the development and production of a Multi-media document will be discussed along with the scientific content of the CD-ROM.

CD-I↗
PubMed1998

Web-based pathology education.

OBJECTIVE: To develop and present computer-aided instructional resources via the Internet, intranets, and desktop computers to augment pathology education. DESIGN: World Wide Web sites available via Internet access and a CD-ROM for intranets. SETTING: The University of Utah School of Medicine, Salt Lake City. RESULTS: A comprehensive set of gross and microscopic images with text, along with interactive examination questions, has been developed and placed on World Wide Web servers. A CD-ROM has been developed for use with intranets and individual desktop computers. CONCLUSIONS: Web-based delivery of computer-aided instruction is an efficient means of enhancing courses for students studying pathology. Both Internet and CD-ROM delivery of educational resources provide flexible access to study materials. Teaching faculty can easily generate and edit web-based materials for efficient resource management. Student performance has been enhanced.

CD-I↗