Collaborating with digital tools and peers in medical education: cases and simulations as interventions in learning

Helle, Laura; Säljö, Roger

doi:10.1007/s11251-012-9216-7

Cited by 23 publications

(19 citation statements)

References 47 publications

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“…Previous work from our group has explored to what extent technical innovations (e.g., virtual microscopy) might benefit knowledge and skill development in medical education [40], [41]. The current study wanted to explore whether eye movement assessments during image perception may also be beneficial in medical education.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Expertise on Eye Movement Behaviour in Medical Image Perception

et al. 2013

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The present eye-movement study assessed the effect of expertise on eye-movement behaviour during image perception in the medical domain. To this end, radiologists, computed-tomography radiographers and psychology students were exposed to nine volumes of multi-slice, stack-view, axial computed-tomography images from the upper to the lower part of the abdomen with or without abnormality. The images were presented in succession at low, medium or high speed, while the participants had to detect enlarged lymph nodes or other visually more salient abnormalities. The radiologists outperformed both other groups in the detection of enlarged lymph nodes and their eye-movement behaviour also differed from the other groups. Their general strategy was to use saccades of shorter amplitude than the two other participant groups. In the presence of enlarged lymph nodes, they increased the number of fixations on the relevant areas and reverted to even shorter saccades. In volumes containing enlarged lymph nodes, radiologists’ fixation durations were longer in comparison to their fixation durations in volumes without enlarged lymph nodes. More salient abnormalities were detected equally well by radiologists and radiographers, with both groups outperforming psychology students. However, to accomplish this, radiologists actually needed fewer fixations on the relevant areas than the radiographers. On the basis of these results, we argue that expert behaviour is manifested in distinct eye-movement patterns of proactivity, reactivity and suppression, depending on the nature of the task and the presence of abnormalities at any given moment.

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Section: Resultsmentioning

confidence: 99%

The Effect of Expertise on Eye Movement Behaviour in Medical Image Perception

et al. 2013

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“…Although the FTL model provides a rather general picture of meaningful simulationbased learning, it was important to conduct this research to see how learning occurs in these environments (Barab & Squire 2004). This helps us to develop the FTL model and guide instructional processes in SBLEs, since currently it is not well known when and how simulation-based education should be applied (Cook et al 2011;Helle & Säljö 2012).…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

Towards meaningful simulation-based learning with medical students and junior physicians

2013

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“…Students then turn to their own slide collections to find these structures and complete assignments. Virtual microscopy retains this valuable learning experience and because only a computer and internet connection are required, virtual microscopy is ideally suited to the online education environment (Sinn et al, 2008;Helle and S€ alj€ o, 2012). The students are then forced to use their knowledge to relate the specific structural example before them to the image from the text.…”

Section: Virtual Microscopymentioning

confidence: 99%

The development and assessment of an online microscopic anatomy laboratory course

Barbeau

Johnson

Gibson

et al. 2013

Anatomical Sciences Ed

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Increasing enrollment in post-secondary institutions across North America, along with an increase in popularity of and demand for distance education is pressuring institutions to offer a greater number and variety of courses online. A fully online laboratory course in microscopic anatomy (histology) which can be taught simultaneously with a face-to-face (F2F) version of the same course has been developed. This full year course was offered in the Fall/Winter (FW) terms in both F2F and online formats. To ensure that the online course was of the same quality as the F2F format, a number of performance indicators were evaluated. The same course, offered exclusively online during the summer with a compressed time frame, was also evaluated. Senior undergraduate students self-selected which version of the course they would enroll in. Course assessment outcomes were compared while incoming grades were used as a predictor for course performance. There were no significant differences between the incoming grades for the F2F FW and Online FW courses; similarly, there were no significant differences between outcomes for these formats. There were significant differences between the incoming grades of the F2F FW and Summer Online students. However, there were no significant differences among any of the outcomes for any of the formats offered. Incoming grades were strong, significant predictors of course performance for both formats. These results indicate that an online laboratory course in microscopic anatomy is an effective format for delivering histology course content, therefore giving students greater options for course selections.

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Collaborating with digital tools and peers in medical education: cases and simulations as interventions in learning

Cited by 23 publications

References 47 publications

The Effect of Expertise on Eye Movement Behaviour in Medical Image Perception

The Effect of Expertise on Eye Movement Behaviour in Medical Image Perception

Towards meaningful simulation-based learning with medical students and junior physicians

The development and assessment of an online microscopic anatomy laboratory course

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