Learning with technology: Use of case-based physical and computer simulations in professional education

Lyons, Judith; Miller, Maria; Milton, John

doi:10.5172/conu.1998.7.2.98

Cited by 10 publications

(10 citation statements)

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“…[2][3][4] A nursing study reported that the transfer of learning from case-based simulation to the "real world" was rapid. 5 Overall, computer-based case simulations have been documented to be successful educational tools in many healthcare professions including medicine, nursing, physical therapy, dentistry, and veterinary medicine. 2,3,[5][6][7][8][9][10] One study found that although computer-assisted learning was more efficient, its effectiveness was not superior to that of lecturebased education.…”

Section: Discussionmentioning

confidence: 99%

“…5 Overall, computer-based case simulations have been documented to be successful educational tools in many healthcare professions including medicine, nursing, physical therapy, dentistry, and veterinary medicine. 2,3,[5][6][7][8][9][10] One study found that although computer-assisted learning was more efficient, its effectiveness was not superior to that of lecturebased education. 10 As with other healthcare professionals, the use of computers and the Internet has become a required skill for pharmacists.…”

Section: Discussionmentioning

confidence: 99%

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Attitudes of PharmD Students Toward Web-based Versus Paper-based Case Studies on a Cardiology Clerkship

Howard¹,

Grauer²

2004

Am J Pharm Educ

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Objectives. The study assessed pharmacy clerkship student attitudes toward a series of cardiology case studies using either a web-based or paper-based format. Methods. Twenty-four cardiology case studies were developed that included patientspecific information followed by a series of self-assessment questions. For the paper-based cases, students were given hardcopies and later met with the instructor to review answers. With the web-based version, students completed cases online and received immediate standardized instructor responses. Results. Thirty-four clerkship students used each format in random order for half of the cases and then completed an evaluation questionnaire. The web-based cases were preferred by 24 students and by more males than females. Among students preferring the paper method, the most commonly identified advantage was convenience. Conclusions. Web-based case studies appear to be a well-accepted method for teaching clerkship students; however, additional strategies are needed to assist students who are not comfortable with computer-based learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Attitudes of PharmD Students Toward Web-based Versus Paper-based Case Studies on a Cardiology Clerkship

Howard¹,

Grauer²

2004

Am J Pharm Educ

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“…Performance feedback is often given in another room at a much later time, thus reducing learning opportunities for adaptive practice experience. (Lyons, Miller & Milton, 1998).…”

Section: Educational and Professional Issuesmentioning

confidence: 99%

Learning to evaluate – evaluating to learn

Lyons

Milton

2002

AJET

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This paper reports on the planning and implementation of an evaluation of the final prototype of a physical and computer based simulation in a postgraduate midwifery program. The evaluation framework was designed to reflect the pedagogy of Laurillard's conversational framework, which had been used to structure the learning experiences in the simulation. Data collection methods and analysis highlighted the themes of discussion, interaction, reflection and adaptation of student learning actions as well as intrinsic feedback -all central to the conversational framework.An action learning approach to evaluation planning and implementation involving an external mentor is described in the following paper including the relationship to the conversational framework, the findings on the student learning environment and the student learning processes and outcomes. The lessons learned about evaluation are also elaborated. IntroductionThis paper reports an evaluation of a prototype teaching development initially funded by the Committee of University Teaching and Staff Development (CUTSD) for a postgraduate midwifery program at RMIT. The Nurses Board of Victoria also supported the evaluation during design and development phases of the project.The Pregnancy Simulator Learning Package (PSLP) is a complex interactive, multimedia computer and physical simulation designed to help teach midwifery students pregnancy assessment skills. The assessment of the pregnant woman is one of the crucial skills for health care professionals. Midwifery practitioners use abdominal assessment to identify progress of pregnancy and labour, determine the size and position of the fetus, and to listen to fetal heart rate. The findings give the midwife a good indication of fetal well being, and how pregnancy and labour are progressing. Inaccurate assessment may result in poor outcomes for mother or baby. 188Australian Journal of Educational Technology, 2002, 18(2) In what follows, the background presents the broad educational and professional issues that led to the development of the PSLP as well as the educational context in which PSLP is integrated into the midwifery program. This is then followed by a description of the components of PSLP as a technology based learning environment with an emphasis on the teaching-learning framework of PSLP. Finally the evaluation framework and PSLP evaluation findings are presented.

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“…The use of computer-based simulations as learning tools has been developed in many areas of health-care education: intensive care (Henry and Waltmire, 1992), child health (Lauri, 1992;Krawczak and Bersky, 1995), physical assessment (White, 1995), and midwifery (Woodsbn, 1997;Lyons, Miller and Milton, 1998). Clinical decision-making skills are another area where the value of simulation has been recognized.…”

Section: Simulationmentioning

confidence: 99%

“…This approach was taken in order to create a rich, effective multimedia learning tool, capable of developing deductive reasoning skills by giving individualized formative advice to the students. It is suggested that students learn most effectively with simulation when there is feedback immediately following an event (Johannson and Wertenberger, 1996;Lyons et al, 1998;Laurillard, 1995Laurillard, , 1997. In this way it is seen as relevant and becomes integrated into the learning experience.…”

Section: Simulationmentioning

confidence: 99%

Designing intelligent computer-based simulations: A pragmatic approach

Garrett

Callear

2001

ALT-J

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This paper examines the design of intelligent multimedia simulations. A case study is presented which uses an approach based in part on intelligent tutoring system design to integrate formative assessment into the learning of clinical decision-making skills for nursing students. The approach advocated uses a modular design with an integrated intelligent agent within a multimedia simulation. The application was created using an object-orientated programming language for the multimedia interface (Delphi) and a logic-based interpreted language (Prolog) to create an expert assessment system.Domain knowledge is also encoded in a Windows help file reducing some of the complexity of the expert system. This approach offers a method for simplifying the production of an intelligent simulation system. The problems developing intelligent tutoring systems are examined and an argument is made for a practical approach to developing intelligent multimedia simulation systems.

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Learning with technology: Use of case-based physical and computer simulations in professional education

Cited by 10 publications

References 0 publications

Attitudes of PharmD Students Toward Web-based Versus Paper-based Case Studies on a Cardiology Clerkship

Attitudes of PharmD Students Toward Web-based Versus Paper-based Case Studies on a Cardiology Clerkship

Learning to evaluate – evaluating to learn

Designing intelligent computer-based simulations: A pragmatic approach

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