A Global Model for Effective Use and Evaluation of e-Learning in Health

Ruggeri, Kai; Farrington, Conor; Brayne, Carol

doi:10.1089/tmj.2012.0175

Cited by 140 publications

(153 citation statements)

References 23 publications

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“…In second place, the model of evaluation of the user's satisfaction has been precisely steered towards the evaluation of health policies (Crow et al, 2002;Ruggeri, Farrington and Brayne, 2013). Likewise, the advances in information and the new technologies have facilitated their implementation, resulting in new experiences that are able to identify society's requirements (Alawneh, Al-Refai, and Batiha, 2013).…”

Section: Background and Theoretical Considerationsmentioning

confidence: 99%

Modelo procedimental de la evaluación de las políticas públicas a través de la ludificación

et al. 2017

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This article proposes a procedural model designed to optimize the experience of citizens in decision making of public policies through gamification. The study assumes that gamification increases motivation and contributes to increase involvement within a specific area. In this case, gamification is used to encourage citizens' engagement in decision-making, based on three models of evaluation of public policies that incorporate civil participation in three different roles: auditor, passive and active. After applying the Delphi methodology, the results of reliability and internal consistency show that experts attribute a higher value to the model of active participation using gamification. In conclusion, the model designed opens a new area of knowledge within the evaluation of public policies, embedded in the interactivity of the media context. Keywords: public policies; citizen participation; gamification; evaluation model; user experience. Modelo procedimental de la evaluación de las políticas públicas a través de la ludificaciónEste artículo tiene por objeto proponer un modelo procedimental diseñado para optimizar la experiencia de la ciudadanía en la toma de decisiones de las políticas públicas a través de la ludificación. Se parte de la consideración que la ludificación promueve la motivación hacia una actividad prolongando su participación dentro de un ámbito específico. En este caso, se encamina su aplicación para motivar la integración de los ciudadanos en la toma de decisiones. Para ello se contrastan tres modelos de evaluación de políticas públicas que incorporan la participación civil en tres roles diferentes: auditor, pasivo y activo. Al aplicar la metodología Delphi, los resultados de fiabilidad y consistencia interna demuestran que el modelo de participación activa tiene mayor valoración por parte de los expertos respecto a la ludificación, Como conclusión, el modelo generado abre una nueva área de conocimiento dentro de la evaluación de políticas públicas imbuida en la interactividad del contexto mediático. Palabras clave: políticas públicas; participación ciudadana; ludificación; modelo de evaluación; experiencia del usuario. 811Modelo procedimental na avaliação das políticas públicas por meio da gamificação Este artigo tem como objetivo propor um modelo procedimental concebido para otimizar a experiência dos cidadãos na tomada de decisões de políticas públicas por meio da gamificação. Parte-se do pressuposto de que a gamificação promove a motivação para uma atividade, aumentando a participação dentro de um âmbito específico. Nesse caso, a gamificação é utilizada para incentivar o envolvimento dos cidadãos na tomada de decisões. Com esse objetivo, comparam-se três modelos de avaliação de políticas públicas que incorporam a participação civil em três papéis diferentes: auditor, passiva e ativa. Ao aplicar a metodologia Delphi, os resultados de fidelidade e consistência interna revelam que o modelo de participação ativa é alvo de uma valoração superior por parte dos especialistas, no que se refere à...

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Section: Background and Theoretical Considerationsmentioning

confidence: 99%

Modelo procedimental de la evaluación de las políticas públicas a través de la ludificación

et al. 2017

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“…Additionally, most single telephone connections in rural areas in developing countries are usually shared among communities, rather than owned by individual households (Ruggeri et al, 2013;Mackintosh, 2005). The cost of internet connections remains significantly high for those who cannot afford such basic educational necessities, per se.…”

Section: Technological Requirementsmentioning

confidence: 99%

“…Finally, learner age and gender are factors reported to make a difference in their progress (Ruggeri et al, 2013;Kuhlen and Michels, 2006). A further aspect, not directly related to the learner's personal, which has an impact on the learners performance is the home environment.…”

Section: Learners's Characteristicsmentioning

confidence: 99%

“…In addition, e-learning's flexibility provides personalised content when it is required and needed by the learners (Idachaba and Idachaba, 2012;Karamanis et al, 2004;Eklund et al, 2003). As the learners can control the process and content volume (Chen et al, 2013;Cantoni et al, 2004;Zhang et al, 2004), they are provided with customised training (Ruggeri et al, 2013;Kruse, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Some of the wonderful advantages to a healthcare provider for e-learning are learning times are reduced an average of 40-60% as compared to classroom based instruction (Idachaba and Idachaba, 2012) and increased retention as well as application of information to the job increases an average of 25% over classroom instruction (Ruggeri et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

E-Learning Initiative Capacity Building for Healthcare Workforce of Developing Countries

Safie

Aljunid

2013

Journal of Computer Science

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This study aims to explicate the strategic utilisation of e-learning is of upmost significance as e-learning plays a pivotal role in the improvement of healthcare learning and knowledge transfer, especially in developing countries and in pursuing of Millennium Development Goals (MDGs). Rapid technology changes in the learning and knowledge transfer landscape markedly, the swift pace of e-learning leaving healthcare providers no choice if they want to remain competitive. Human capital, an important element in contemporary employee relations scenario, has become the most significant competitive advantage in healthcare delivery systems. As such, healthcare providers need a new strategy for learning and training of their employees. Besides, the knowledge and competencies of healthcare providers are not only vital component but also essential to the quality of care and health of the society. Thus, these rationales exert that today's healthcare providers are embracing e-learning. The benefits of e-learning are extremely compelling. They include a reduction in costs associated with employee travelling; reduction in time spent away from the patients and reduced learning times. Also, this study describes the United Nations University International Institute for Global Health (UNU-IIGH) strategies, best practices and experiences in delivering e-learning to healthcare workforce of developing countries.

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Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

Yiu

Spacek

Pageau

et al. 2019

AEM Education and Training

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Background: Despite increasing use of the flipped classroom (FC) technique in undergraduate medical education, the benefit in learning outcomes over lectures is inconsistent. Best practices in preclass video design principles are rarely used, and it is unclear if videos can replace lectures in contemporary medical education. Methods:We conducted a prospective quasi-experimental controlled educational study comparing theorybased videos to traditional lectures in a medical student curriculum. Medical students enrolled in an emergency medicine clerkship were randomly assigned to either a lecture group (LG) or a video group (VG). The slide content was identical, and the videos aligned with cognitive load theory-based multimedia design principles. Students underwent baseline (pretest), week 1 (posttest), and end-of-rotation (retention) written knowledge tests and an observed structured clinical examination (OSCE) assessment. We compared scores between both groups and surveyed student attitudes and satisfaction with respect to the two learning methods.Results: There were 104 students who participated in OSCE assessments (49 LG, 55 VG) and 101 students who participated in knowledge tests (48 LG, 53 VG). The difference in OSCE scores was statistically significant 1.29 (95% confidence interval = 0.23 to 2.35, t(102) = 2.43, p = 0.017), but the actual score difference was small from an educational standpoint (12.61 for LG, 11.32 for VG). All three knowledge test scores for both groups were not significantly different.Conclusions: Videos based on cognitive load theory produced similar results and could replace traditional lectures for medical students. Educators contemplating a FC approach should devote their valuable classroom time to active learning methods. M edical educators have increasingly proposed using a flipped classroom (FC) for medical student education. 1,2 In this model, the traditional lecture is a student's preclass homework, while in-class time is spent on active, inquiry-based learning facilitated by an instructor. 1,3-5 Most preclass lectures were recorded in the forms of podcasts, screencasts, and videos. 6 Despite the promise of FC to promote active learning, outcomes are inconsistent. 6-8 By dissecting how each element (preclass and in-class) contributes to learning,

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A Global Model for Effective Use and Evaluation of e-Learning in Health

Cited by 140 publications

References 23 publications

Modelo procedimental de la evaluación de las políticas públicas a través de la ludificación

Modelo procedimental de la evaluación de las políticas públicas a través de la ludificación

E-Learning Initiative Capacity Building for Healthcare Workforce of Developing Countries

Dissecting the Contemporary Clerkship: Theory‐based Educational Trial of Videos Versus Lectures in Medical Student Education

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