A comparison of tele-education versus conventional lectures in wound care knowledge and skill acquisition

Introduction Cybertutor (electronic tutor) is a type of information and communication technology to disseminate knowledge about hearing, aiming at the prevention of hearing alterations and, when needed, early treatment, in addition to social inclusion of the hearing impaired. However, it is important to evaluate the level of language used in the content and the subjective perception of the target public regarding improvements of the tool. Objective To improve content about hearing health inserted in a cybertutor and to evaluate the level of legibility and the quality of the content and material made available. Method For the construction of the content, text and audiovisual resources were used, based on scientific publications, and were evaluated objectively with Flesch Reading Ease test and subjectively with a questionnaire created by the authors and answered by 10 ninth-year pupils. Results Two modules on hearing health were created, “Hearing Health” and “Intervention and Rehabilitation,” which received Flesch scores of 50.8 and 51.4%, respectively, making it necessary to have a sixth- to ninth-year education to understand the material. The students' evaluation in reference to language and material showed that 55.5% considered the contents excellent; 38.2% classified the contents as satisfactory; 6.3% considered them reasonable; and 0% classified them as unsatisfactory. Conclusion The contents inserted in the cybertutor about hearing health presented a language level considered easy for the age group of the target population, in addition to receiving good subjective evaluation from the pupils, facilitating access to the information.

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“…20 The effectiveness of the learning through teleducation and its quality were similar to conventional methodologies of didactics. 21 …”

Section: Discussionmentioning

confidence: 99%

Elaboration and Evaluation of Contents about Hearing Health Inserted in Cybertutor

Corrêa

Silva

Blasca

2014

Int. Arch. Otorhinolaryngol.

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“…While some authors have argued that various alternative teaching methods are superior to lectures, [68][69][70] many studies have demonstrated that these alternatives are merely equivalent or perhaps even inferior to didactic teaching. [71][72][73][74][75][76][77][78][79][80] Some educators believe that lectures by experts in specific areas of medicine may still have value, although some limited data suggest that expert guest speakers at grand rounds do not produce increased knowledge retention. 81 What Strategies Are Available to Enhance Didactic Learning Sessions Within EM Programs and How Should Their Success Be Measured?…”

Section: Consensus Statement On Simulation-based Medicalmentioning

confidence: 99%

“…[83][84][85] Shortening lectures may be a way to streamline the delivery of content through didactic formats without decreasing test performance. 86 Others have suggested that videoconferencing technology, 71,87 or learning from digitally archived lectures, 88 are at least as effective as live didactic presentations at delivering information, which may give educators additional flexibility for the times and locations of learning activities. Defining the content of traditional didactic learning sessions may be important when designing future research studies, specifically determining whether such learning activities would include case presentations, morbidity and mortality conferences, and grand rounds presentations, in addition to core educational content.…”

Section: Consensus Statement On Simulation-based Medicalmentioning

confidence: 99%

Evaluating Educational Interventions in Emergency Medicine

Deiorio

Fitch

Jung

et al. 2012

Academic Emergency Medicine

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This article presents the proceedings of the 2012 Academic Emergency Medicine consensus conference breakout group charged with identifying areas necessary for future research regarding effectiveness of educational interventions for teaching emergency medicine (EM) knowledge, skills, and attitudes outside of the clinical setting. The objective was to summarize both medical and nonmedical education literature and report the consensus formation methods and results. The authors present final statements to guide future research aimed at evaluating the best methods for understanding and developing successful EM curricula using all types of educational interventions.ACADEMIC EMERGENCY MEDICINE 2012; 19:1442-1453© 2012 by the Society for Academic Emergency Medicine T he May 2012 Academic Emergency Medicine consensus conference "Education Research in Emergency Medicine: Opportunities, Challenges, and Strategies for Success" represented the culmination of the efforts of interested medical educators in determining the current state and future direction of research in emergency medicine (EM) education. This article summarizes the efforts of our breakout session evaluating current knowledge regarding educational interventions in EM and identifying prioritized future directions for research.We reviewed the literature and outcome data on currently available teaching methods. Greatest importance was placed on higher-level outcome data using Kirkpatrick's evaluation model. 1 In this model, there are four levels of evaluation that roughly proceed from the easiest to measure to the most difficult and time-consuming. The first level is reaction and encompasses participant satisfaction and attitudes about the educational intervention. These outcomes are relatively easy to measure through questionnaires given to the participants and are thus common in evaluation studies. The second level is learning, which focuses on changes in knowledge, skills, and attitudes or values. These outcomes are commonly measured through tests and similar assessment tools. The third level is behavior as demonstrated in what the participants can do in the context of relevant tasks and situations. Common measures of this level of outcomes are standardized patient interactions, simulation, and case scenarios. The fourth level is results and is measured in the context of real-world practice. The current emphasis on work-based assessment 2,3 and multisource assessments 4 are examples of measures that seek to quantify these performance outcomes.

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“… 5 The Young Doctor Project (YDP), therefore, is an initiative that involves the use of interactive teleducation, integrating the areas of health and education, to promote classroom experiences that foster knowledge construction and exchange among elementary, middle, and high school students. 6 7 The YDP is an excellent teaching methodology that enables health education promoting awareness of the role of each person as an active health agent in the community. 8 The project started in 2007 and since then has been used across the country in different regions and sectors, establishing a link between students of elementary, middle, and high school and teachers.…”

Section: Introductionmentioning

confidence: 99%

Teleducation about Cleft Lip and Palate: An Interdisciplinary Approach in the Promotion of Health

Corrêa

Freire

Zabeu

et al. 2015

Int. Arch. Otorhinolaryngol.

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Introduction The Young Doctor Project (YDP) uses Telehealth and Interactive Teleducation instruments to promote the integration of different areas of health and to build knowledge. This methodology can also foster public awareness on various issues related to health. In this context, the objective of this study was to emphasize cleft lip and palate (CLP), which is one of the most common birth defects in Brazil. Objective The study aimed to apply a model of education regarding CLP, based on the dynamics of the YDP, and to evaluate the participants' knowledge acquired after participating in the YDP. Methods The participants were 41 students, 13 to 15 years of age and at the eight- and ninth-grade levels in a private elementary school in Bauru (Brazil). To analyze the performance of the participants, a questionnaire was administered before and after the completion of the training program. The training program was structured in three steps using: (1) interactive teleducation classes, (2) a cybertutor, and (3) practical activities. Results There was a statistically significant difference between the pre- and postparticipation questionnaire results. The improved performance of participants is evidenced by the increase in the rate of correct answers on all issues. Conclusion The YDP on CLP was applied in the school setting following the three steps recommended by the project, and, after the implementation of the training program, there was a significant increase in participants' knowledge of CLP. The YDP on CLP proved an effective tool in promoting health education.

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A comparison of tele-education versus conventional lectures in wound care knowledge and skill acquisition

Cited by 21 publications

References 8 publications

Elaboration and Evaluation of Contents about Hearing Health Inserted in Cybertutor

Elaboration and Evaluation of Contents about Hearing Health Inserted in Cybertutor

Evaluating Educational Interventions in Emergency Medicine

Teleducation about Cleft Lip and Palate: An Interdisciplinary Approach in the Promotion of Health

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