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PubMed2004

Academic performance and comparative effectiveness of computer- and textbook-based self-instruction.

We intended to clarify the influence of student academic ability on the effectiveness of CAI, using data of a study to assess the effectiveness of a new type of CAI software, cyberPatient (CP), at Kochi Medical School (KMS). A total of 59 third-year students were randomly assigned to four groups: Group-1 used a textbook for self-instruction, Group-2 used CP, Group-3 used both types of learning materials, and Group-4 did not learn. Learning performance was evaluated by multiple-choice examination and OSCE. In order to clarify the influence of students' academic ability on the effectiveness of CAI, statistical analyses were conducted, assigning students as either high or medium or low performance students. High performance students from Group-1, -2 and -3 did not differ significantly in test performance after self-instruction. However, low performance students in Group-1 scored significantly lower than those in Group-2 and -3. All students in Group-2 and -3 reported that CP stimulated willingness to learn and assisted understanding. The present analysis suggested that effectiveness of CAI might be associated with the academic ability of students.

Computer-Assisted Instruction↗
PubMed1983

Continuing medical education. The next step.

Traditional continuing medical education (CME) keeps physicians aware of the state of the art. It has limitations, however, as a quality-assurance tool: it is memory based, involves a group endeavor with diffuse goals, often unrelated to practice, is an inappropriate remedy for many problems in patient care, is hampered by poor-quality evaluation, and is governed more by market factors than educational outcomes. The self-study of practice and practice-linked CME offer rich potential for development. The physician's monitoring of his work, with appropriate improvements in performance, is valuable CME. Computers provide facts and guidance at the time and place the physician is developing diagnostic plans, diminishing reliance on memory. The next step in CME is for hospitals, societies, and medical schools to perfect methods of self-study of practice and practice-linked CME.

Computer-Assisted Instruction↗
PubMed1982

Cognitive learning in the health sciences: a case for self-instruction.

The health professions are faced today as never before with the need to find more effective ways of acquiring a growing volume of biomedical knowledge and of addressing the urgent concerns about learning processes--namely, the continued dependence on outmoded techniques of cognitive transfer. The author believes that greater incentives should be given for faculty and students to experiment with innovative approaches to cognitive learning while recognizing the need for increased emphasis on problem-solving skills in medical care. Proven self-learning techniques demand greater attention in curriculum and course design efforts. Finally, the author states that the process of educational planning must be viewed as continuous, dynamic, and never-ending if it is to best serve the needs of individual students, educational institutions, and the society to which both are ultimately accountable and committed to serve.

Computer-Assisted Instruction↗
PubMed1999

Web-based training: a new paradigm in computer-assisted instruction in medicine.

Computer-assisted instruction (CAI) programs based on internet technologies, especially on the world wide web (WWW), provide new opportunities in medical education. The aim of this paper is to examine different aspects of such programs, which we call 'web-based training (WBT) programs', and to differentiate them from conventional CAI programs. First, we will distinguish five different interaction types: presentation; browsing; tutorial dialogue; drill and practice; and simulation. In contrast to conventional CAI, there are four architectural types of WBT programs: client-based; remote data and knowledge; distributed teaching; and server-based. We will discuss the implications of the different architectures for developing WBT software. WBT programs have to meet other requirements than conventional CAI programs. The most important tools and programming languages for developing WBT programs will be listed and assigned to the architecture types. For the future, we expect a trend from conventional CAI towards WBT programs.

Artificial Intelligence↗
PubMed1980

Computer software.

While many nurses are aware that the term "software" denotes the programs of instructions by which the computer operates, most of us could probably benefit by knowing more about software basics--what constitutes a program, what constitutes a system, what distinguishes various types of systems, and levels of computer language, and so forth. Few of us are familiar with the types of computer languages in use today. Fewer still realize that the type of language used to program a system has a significant effect on the resources needed to develop and maintain application programs; that specific languages are best used for specific types of applications; or that the amount of flexibility inherent in a specific system depends largely on the language used to program it. This article attempts to inform nurses at the decision-making level about the characteristics of computer software and their implications as criteria for selecting software systems that perform the required functions as efficiently and economically as possible.

Computers↗
PubMedDate not supplied

Telecourses for nursing staff development.

Instructional television is a viable option for meeting staff development needs in health care agencies. Telecourses produced by the Intercollegiate Center for Nursing Education provide staff development educators with an efficient and effective alternative for meeting selected educational needs of staff within health care institutions, as well as interested nurses throughout the community. Use of this instructional methodology is described.

Curriculum↗