Long-Term Retention of Knowledge After a Distance Course in Medical Informatics at Charles University Prague

Naidr, J. P.; Adla, Theodor; Janda, Aleš; Feberová, Jitka; Kasal, P; Hladíková, M

doi:10.1207/s15328015tlm1603_6

Cited by 26 publications

(12 citation statements)

References 7 publications

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“…Although, VTC is an expensive mode of teaching compared to other methods, the effectiveness of VTC training is far greater than other methods of distance education (Havice and Knowles 1995, Debourgh 2003, Nachinda 2003, Naidr et al 2004, Aslam and Waheed 2005.…”

Section: Video-teleconferencing (Vtc)mentioning

confidence: 99%

Effectiveness of research training workshop taught by traditional and video-teleconference methods in a developing country

Dodani

Kazmi

LaPorte

et al. 2009

Global Public Health

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The developing countries are currently facing a double burden of communicable and non-communicable diseases. Physician-scientists, trained in patient care and research skills are crucial in performing cutting-edge clinical research in the developing countries. A major unmet challenge has been the lack of local expertise and the increasing problem of 'brain drain'. The current study was an effort to present and assess a model of research training to health-care professionals in Pakistan in order to increase the research skills. The objective of the current study was to assess the effectiveness of two different methods of research training. An epidemiologic research training workshop was offered to health-care professionals in Pakistan by face-to-face (F2F) and video-teleconferencing (VTC) methods. A total of 38 F2F and 18 VTC participants were included in the workshop which was conducted by research faculty from the University of Pittsburgh. To assess knowledge, pre- and post-test were done. Within each group, paired sample T-test showed significant improvement in scores after the completion of workshop (p<0.001 for F2F and VTC). In the F2F group, mean scores increased from 11.13 (pre-test) to 15.08 (post-test) and in the VTC group, scores increased from 10.67 (pre-test) to 13.22 (post-test). Two sample T-test was found statistically significant (p<0.001). We present a model for training physicians in public health by providing in-house research skills training which can be used to strengthen the local capacity and reduce increasing problems of brain drain.

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Section: Video-teleconferencing (Vtc)mentioning

confidence: 99%

Effectiveness of research training workshop taught by traditional and video-teleconference methods in a developing country

Dodani

Kazmi

LaPorte

et al. 2009

Global Public Health

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“…While 2 weeks seem to be a short time, factors associated with short-and long-term knowledge retention are not well understood. 32,33 Contradictory to our hypothesis, we found that objective measures of academic performance (ie, examination scores) were diametrically opposed to students' own perceptions of how much they learned.…”

Section: Discussionmentioning

confidence: 67%

Comparison of Two Lecture Delivery Platforms in a Hybrid Distance Education Program

Ried¹,

Byers²

2009

Am J Pharm Educ

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Objective. To compare students' preferences for and academic performance using 2 different distance education course content delivery platforms. Methods. A randomized, crossover research design was used to compare traditional video with a 4-panel platform among learners on multiple campuses within 1 college of pharmacy.1 The outcomes were students' preferences for delivery platform and examination scores. Rasch analysis was used to assess unidimensionality and the difficulty of examination items. Hierarchical logistic and multiple regression models were used to assess students' preferences and academic performance.Results. The logistic model predicting preference for the 4-panel or traditional platform was not significant, but African-Americans and Hispanics were more likely to prefer the 4-panel platform than Caucasian and Asian students. The delivery platform did not impact students' academic performance. Students who did well on the semester's previous 2 examinations scored higher on the questions related to schizophrenia. Students with higher Pharmacy College Admission Test (PCAT) scores performed better on the bipolar questions than students who preferred the traditional video platform. Conclusion. The additional faculty time, effort, and cost invested in presenting the class material in a 4-panel platform, and the students' extra time and effort spent viewing the 4-panel platform did not produce a comparable benefit in student preference and performance.

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“…These dimensions are: affect, attitudes, intrinsic and extrinsic motivation . Research has also shown that positive attitudes and motivation toward online learning increases long term retention of knowledge significantly (Naidr et al, 2004).…”

Section: Dimensions Of Online Learningmentioning

confidence: 99%

“…Positive attitudes and motivation toward online learning has been shown to increase long term retention of knowledge significantly (Naidr et al, 2004). An ideal OLE makes use of affect, attitudes, intrinsic and extrinsic motivation to create a positive attitude in facilitators and learners.…”

Section: Intrinsic and Extrinsic Motivationmentioning

confidence: 99%

Desirable Characteristics of an Ideal Online Learning Environment

Meylani¹,

Bitter²,

Legacy³

2015

JESR

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Long-Term Retention of Knowledge After a Distance Course in Medical Informatics at Charles University Prague

Abstract: Retention of knowledge after the electronic distance course after 12 months is close to 67%. Other results indicate that we can expect better retention of knowledge from independent, responsible, and positively motivated students who can easily operate information technologies.

Cited by 26 publications

References 7 publications

Effectiveness of research training workshop taught by traditional and video-teleconference methods in a developing country

Effectiveness of research training workshop taught by traditional and video-teleconference methods in a developing country

Comparison of Two Lecture Delivery Platforms in a Hybrid Distance Education Program

Desirable Characteristics of an Ideal Online Learning Environment

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