A Study on Comparison of Learning Effects between a Board Game and a Lecture about Infection Control

Kawamura, Hideo; Kishimoto, Keiko; Matsuda, Takumi; Fukushima, Noriko

doi:10.1248/yakushi.13-00254

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…Although the data were limited, they support the validity of the survey. Kawamura et al used the system as well to determine factors of motivation in serious gaming [51].…”

Section: Resultsmentioning

confidence: 99%

How We Evaluate Postgraduate Medical E-Learning: Systematic Review

Leeuw¹,

Soet²,

Horst³

et al. 2019

JMIR Med Educ

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Background Electronic learning (e-learning) in postgraduate medical education has seen a rapid evolution; however, we tend to evaluate it only on its primary outcome or learning aim, whereas its effectiveness also depends on its instructional design. We believe it is important to have an overview of all the methods currently used to evaluate e-learning design so that the preferred method may be identified and the next steps needed to continue to evaluate postgraduate medical e-learning may be outlined. Objective This study aimed to identify and compare the outcomes and methods used to evaluate postgraduate medical e-learning. Methods We performed a systematic literature review using the Web of Science, PubMed, Education Resources Information Center, and Cumulative Index of Nursing and Allied Health Literature databases. Studies that used postgraduates as participants and evaluated any form of e-learning were included. Studies without any evaluation outcome (eg, just a description of e-learning) were excluded. Results The initial search identified 5973 articles, of which we used 418 for our analysis. The types of studies were trials, prospective cohorts, case reports, and reviews. The primary outcomes of the included studies were knowledge, skills, and attitude. A total of 12 instruments were used to evaluate a specific primary outcome, such as laparoscopic skills or stress related to training. The secondary outcomes mainly evaluated satisfaction, motivation, efficiency, and usefulness. We found 13 e-learning design methods across 19 studies (4% 19/418). The methods evaluated usability, motivational characteristics, and the use of learning styles or were based on instructional design theories, such as Gagne’s instructional design, the Heidelberg inventory, Kern’s curriculum development steps, and a scale based on the cognitive load theory. Finally, 2 instruments attempted to evaluate several aspects of a design, based on the experience of creating e-learning. Conclusions Evaluating the effect of e-learning design is complicated. Given the diversity of e-learning methods, there are many ways to carry out such an evaluation, and probably, many ways to do so correctly. However, the current literature shows us that we have yet to reach any form of consensus about which indicators to evaluate. There is a great need for an evaluation tool that is properly constructed, validated, and tested. This could be a more homogeneous way to compare the effects of e-learning and for the authors of e-learning to continue to improve their product.

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“…Although the data were limited, they support the validity of the survey. Kawamura et al used the system as well to determine factors of motivation in serious gaming [51].…”

Section: Resultsmentioning

confidence: 99%

How We Evaluate Postgraduate Medical E-Learning: Systematic Review

Leeuw¹,

Soet²,

Horst³

et al. 2019

JMIR Med Educ

View full text Add to dashboard Cite

show abstract

“…O jogo de tabuleiro, do inglês "board game", tem se mostrado uma importante ferramenta de aprendizagem para estudantes da área da saúde quando comparado a outros métodos lúdicos de ensino, como por exemplo, o quebra-cabeça (MONTREZOR, 2016). Entretanto, as evidências disponíveis sobre a relevância dos jogos de tabuleiro como aliado do processo ensino-aprendizagem e da educação permanente em saúde ainda são limitadas e merecem ser melhor investigadas, sobretudo quanto ao seu impacto na prática clínica e na promoção do conhecimento, tanto em curto como em longo prazo (KAWAMURA et al, 2014;BUKOWSKI et al, 2016;KARBOWNIK et al, 2016;MOUTON et al, 2017).…”

Section: Jogos Educativos Como Estratégia De Ensino-aprendizagem No Cunclassified

Programa educativo sobre registro da pressão arterial em serviço hospitalar de emergência: um estudo de intervenção

Daniel¹

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Enhancing Study Motivation and Efficacy among First-year Students Using Minute Papers in the Interdisciplinary Subject of <i>Yakugaku Nyumon</i>

et al. 2017

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Active learning in higher education is important for learning efficacy and motivation. Accordingly, lectures that integrate strategies toward active learning, such as minute papers, debates, and collaborative learning, have become widely adopted. Minute papers facilitate communication among both teachers and students, and can be used as a tool for reviewing lectures. In the present study, we examined the effect of using minute papers on learning efficacy and motivation. To enhance the curriculum of the interdisciplinary course Yakugaku Nyumon, which consists of an omnibus lecture series and problem-based learning, minute papers with exercises were provided to applicants. In a follow-up questionnaire, students who used minute papers (S-USE) responded that they had a better understanding of the relationships, ranging from basic to clinical subject matter, than students who did not use such papers (S-NON). Using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model questionnaire to measure study motivation, S-USE scored higher for some questionnaires than S-NON. This finding indicates that minute papers promoted learning motivation among students taking the Yakugaku Nyumon course. In regular examinations, the average score of S-USE was also statistically higher than that of S-NON. These results demonstrate that minute papers possibly encouraged students to actively review the lectures, thereby increasing both learning efficacy and motivation. This study shows that through promoting active, self-learning, minute papers are suitable for improving curricular strategies in subjects that rely on passive learning methods.

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A Study on Comparison of Learning Effects between a Board Game and a Lecture about Infection Control

Cited by 3 publications

References 3 publications

How We Evaluate Postgraduate Medical E-Learning: Systematic Review

How We Evaluate Postgraduate Medical E-Learning: Systematic Review

Programa educativo sobre registro da pressão arterial em serviço hospitalar de emergência: um estudo de intervenção

Enhancing Study Motivation and Efficacy among First-year Students Using Minute Papers in the Interdisciplinary Subject of <i>Yakugaku Nyumon</i>

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