Preliminary evaluation of the Web Initiative for Surgical Education (WISE-MD)

Kalet, Adina; Coady, Sarah H.; Hopkins, Mary Ann; Hochberg, Mark S.; Riles, Thomas S.

doi:10.1016/j.amjsurg.2006.12.035

Cited by 57 publications

(44 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, students showed increased knowledge in the subject material at hand, as evaluated by pre-and post-lecture knowledge assessment [11,[13][14][15]17,19,21,22,24,25,27,[29][30][31][32]. Finally, multiple studies demonstrated that knowledge was equivalent (or better) between students learning through online lectures compared to traditional learning modalities, such as live didactic lectures [8,9,12,19,22,23,25,28,[33][34][35][36][37][38], with the exception of one study that found superior student knowledge acquisition from live lectures [39].…”

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

“…Content was typically selected based on existing curriculum objectives or according to expert recommendations from national organizations (16%). Only 3 studies (7%) commented on the use of multimedia design principles, such as the purposeful design of slide topography to enhance student learning [7][8][9]. …”

Section: Online Lecture Designmentioning

confidence: 99%

“…Nonetheless, the broader body of literature suggests that online lectures -as a whole -are broadly applicable and effective. Although positive outcomes were almost uniformly described, multimedia design principles were employed in only three studies, suggesting that these interventions could further optimize student learning by applying these well-established concepts [7][8][9].…”

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

“…Regardless of the method of assessment, almost all studies reported high satisfaction and increased knowledge after intervention. Student self-assessment typically revealed positive attitudes toward online lectures as a teaching modality [7,8,[11][12][13][14][15][16][17][18][19][20][21][22][23][24][25][26][27][28]. Moreover, students showed increased knowledge in the subject material at hand, as evaluated by pre-and post-lecture knowledge assessment [11,[13][14][15]17,19,21,22,24,25,27,[29][30][31][32].…”

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

See 3 more Smart Citations

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Tang¹,

Coret²,

Qureshi³

et al. 2017

Preprint

View full text Add to dashboard Cite

Background: The adoption of the flipped classroom in undergraduate medical education (UME) calls on students to learn from various self-paced tools -including online lectures -before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective: To understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods: This scoping review followed the methodology outlined by Arksey and O'Malley (2005). MEDLINE, PsycINFO, Education Source, Francis, and ProQuest were searched to find articles from 2006 to 2016 related to online lecture use in UME. Results: 45 articles met inclusion criteria. Online lectures are used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles is seldom reported. Almost all studies describe high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions: Integration of online lectures into UME is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

show abstract

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

Section: Online Lecture Designmentioning

confidence: 99%

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

Section: Assessment Of Learning Outcomesmentioning

confidence: 99%

See 2 more Smart Citations

Online Lectures in Undergraduate Medical Education: Scoping Review (Preprint)

Tang¹,

Coret²,

Qureshi³

et al. 2017

Preprint

View full text Add to dashboard Cite

show abstract

“…One study found that medical students who viewed the WISE modules trended toward better knowledge and clinical reasoning than students who did not view the modules. [22] The same group conducted a second (unpublished) multi-site research study on the learning impact of WISE modules for surgical clerkship students at six US medical schools, but at 10 months, short-, medium-, and long-term results did not differ among students in three research arms, so the trial was halted at 12 months. [16] Our interprofessional team of authors reviewed the literature to consider 1) how the modules might be enhanced to impact learning outcomes for our university's surgical clerkship students and 2) how the modules might be applicable to nursing students, particularly advanced practice nurses.…”

Section: Wise-md Tmmentioning

confidence: 99%

The impact of deliberate reflection with WISE-MDTM modules on critical thinking of nurse practitioner students: A prospective, randomized controlled pilot study

Terrien¹,

Hale

Cahan

et al. 2015

JNEP

View full text Add to dashboard Cite

Objective: Nurse practitioner (NP) students at our graduate school of nursing use WISE-MDTM simulation modules in the curriculum. This prospective randomized controlled pilot study was undertaken to evaluate critical-thinking outcomes associated with adding metacognitive deliberate-reflection guidance to the learning strategy with WISE-MD TM simulation modules. Methods: Of 33 NP students randomly assigned to intervention and control groups, 16 completed the study. The intervention group received WISE-MD TM learning modules with specific guidance or deliberate reflection. Controls used the modules with instructions for periodic free-thought reflections. Students' tape-recorded reflections were categorized according to author-developed critical-thinking categories. Data were analyzed using NVIVO TM . Students' feedback was collected by post-intervention anonymous survey. Results: Critical thinking outcomes (student responses to exercises after free-thinking or deliberate-reflection guidance) did not differ between groups. However, the intervention group demonstrated a higher level of critical thought after deliberate-reflection guidance. Post-intervention quantitative and qualitative feedback from both groups endorsed the value of the WISE-MD TM modules for NP education. Conclusions: Despite no difference in unprompted outcomes between groups, the intervention group often verbalized more thoughtful clinical decision-making. We speculate that the deliberate-reflection guidance intervention utilized with students throughout only two modules was insufficient for them to internalize the critical-thinking process. We propose using free-thought reflections with one or two WISE-MD TM modules to identify struggling students' clinical decision-making process. These students' remediation plan could include recording their deliberate-reflection process while viewing WISE-MD TM modules. Students would be guided to verbalize and record their critical-thinking processes for faculty review until students sufficiently integrate the process into their clinical decision-making.

show abstract