A Controlled Trial of an Interactive, Web-based Virtual Reality Program for Teaching Physical Diagnosis Skills to Medical Students

Grundman, J. A.; Wigton, Robert S.; Nickol, Devin

doi:10.1097/00001888-200010001-00015

Cited by 49 publications

(46 citation statements)

References 5 publications

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“…Thus, researchers have compared WBL to written course materials, [25][26][27] 31 and small group sessions. 32 Unfortunately, it is impossible to derive meaningful interpretations from these studies, which are collectively termed media-comparative research.…”

Section: Is Web-based Learning Better Than Face-to-face?mentioning

confidence: 99%

“…Some point to media-comparative studies showing improved learning outcomes with WBL, 6,25,28,30 but in each case the differences can be attributed to simultaneous changes in instructional methods and/or course enhancements such as multimedia. Results suggesting enhanced motivation in WBL settings can likely be attributed to infatuation with new technologies (similar claims were made with the advent of other instructional technologies such as television, filmstrips, and video 33 ) or improvements in instructional design.…”

Section: Is Web-based Learning Better Than Face-to-face?mentioning

confidence: 99%

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Web-based learning: pros, cons and controversies

2007

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-Advantages of web-based learning (WBL) in medical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods, while disadvantages include social isolation, up-front costs, and technical problems. Web-based learning is purported to facilitate individualised instruction, but this is currently more vision than reality. More importantly, many WBL instructional designs fail to incorporate principles of effective learning, and WBL is often used for the wrong reasons (eg for the sake of technology). Rather than trying to decide whether WBL is superior to or equivalent to other instructional media (research addressing this question will always be confounded), we should accept it as a potentially powerful instructional tool, and focus on learning when and how to use it. Educators should recognise that high fidelity, multimedia, simulations, and even WBL itself will not always be necessary to effectively facilitate learning.KEY WORDS: distance learning, e-learning, instructional design, instructional method, internet, medical education IntroductionThe internet is more frequently becoming a part of our daily lives, and its presence in medical education is unmistakable. Web-based courses seem to dominate the attention of educators and students. If presentations at international conferences are any indication, the interest in this new instructional medium is indeed commanding. At the 2005 meeting of the Association for Medical Education in Europe, for example, at least 104 presentations dealt with various aspects of web-based learning (WBL). 1 But is all this hype warranted? Is WBL really all it is cracked up to be, or is it just a fad? This article will attempt to answer that question. What is web-based learning?Web-based learning encompasses all educational interventions that make use of the internet (or a local intranet). There are currently three broad classifications or configurations within WBL: tutorials, online discussion groups, and virtual patients. The distinctions between these configurations are often blurred, and in fact a given WBL intervention might use a combination of two or three, but the implications for teaching warrant a conceptual, albeit at times arbitrary, separation.Online tutorials are similar to face-to-face lectures. They generally consist of information structured by the teacher in a way that will (hopefully) facilitate learning. Tutorials are often enhanced by features such as multimedia (sound, pictures, movies, and animations), links to online resources (full-text journal articles or related websites) and other areas within the course, and self-assessment tools. Effective online tutorials often also make use of patient cases.Online discussion is similar to the face-to-face small group session. As with any small group, there may be an element of didactic teaching from the instructor (eg a brief tutorial) but the heart of the teaching lies in group discussion. Teachers take on the role of facilitators -defining the scope of the disc...

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Section: Is Web-based Learning Better Than Face-to-face?mentioning

confidence: 99%

Section: Is Web-based Learning Better Than Face-to-face?mentioning

confidence: 99%

Web-based learning: pros, cons and controversies

2007

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“…From 2,704 articles identified in our search, we included 20 articles describing 22 distinct comparisons (two articles described two comparisons each): Bell et al 2000;Blackmore et al 2006;Cook et al 2005Cook et al , 2006Cook et al , 2008aCook et al , b, 2009bDennis 2003;Friedl et al 2006a, b;Grundman et al 2000;Kopp et al 2008;Leong et al 2003;Mattheos et al 2004;Nicholson et al 2006;Papa et al 1999;Schittek Janda et al 2005;Spickard et al 2002and Tunuguntla et al 2008. We contacted and received additional information from authors of three studies (Nicholson et al 2006;Papa et al 1999;Tunuguntla et al 2008).…”

Section: Trial Flow and Study Characteristicsmentioning

confidence: 99%

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis

Cook

Levinson

Garside

2010

Adv in Health Sci Educ

158

105

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“…The same can be said of Japan (13). Although many simulation and webbased models have been used to improve physical examination skills and knowledge, the results were inconsistent (14,15). We still have much clinical knowledge to learn from real patients through hands-on patient care (16).…”

Section: Discussionmentioning

confidence: 96%

The Impact of the Hospital Volume on the Performance of Residents on the General Medicine In-Training Examination: A Multicenter Study in Japan

et al. 2016

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Objective Although several studies have been conducted worldwide on factors that might improve residents' knowledge, the relationship between the hospital volume and the internal medicine residents' knowledge has not been fully understood. We conducted a cross-sectional study to compare the relationships of the hospital volume and hospital resources with the residents' knowledge assessed by the In-training Examination. Methods We conducted a retrospective survey and a clinical knowledge evaluation of postgraduate year 1 and 2 (PGY-1 and -2) resident physicians in Japan by using the General Medicine In-training Examination (GM-ITE) in 2014. We compared the ITE score and the hospital volume. Results A total of 2,015 participants (70.6% men; age, 27.3±2.9 years old) from 208 hospitals were retrospectively analyzed. Generalized estimating equations were used, and the results revealed that an increasing number of hospitalizations, decreasing staff number, decreasing age and PGY-2 were significantly associated with higher GM-ITE scores. Conclusion The hospital volume, such as the number of hospitalizations, is thus considered to have a positive impact on the GM-ITE scores.

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A Controlled Trial of an Interactive, Web-based Virtual Reality Program for Teaching Physical Diagnosis Skills to Medical Students

Cited by 49 publications

References 5 publications

Web-based learning: pros, cons and controversies

Web-based learning: pros, cons and controversies

Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis

The Impact of the Hospital Volume on the Performance of Residents on the General Medicine In-Training Examination: A Multicenter Study in Japan

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