The Use of Multimedia Clinical Case Scenario Software in a Problem-Based Learning Course: Impact on Faculty Workload and Student Learning Outcomes

Maldonado, Rebecca Kaddis

doi:10.1097/01367895-201122030-00009

Cited by 14 publications

(8 citation statements)

References 24 publications

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“…Öğrenme çıktıları açısından bakıldığında e-PDÖ uygulamaları öğrenenlerin bilgi edinmelerini, eleştirel düşünmelerini ve klinik akıl yürütme becerilerini destekler (Akt. Kim & Kee, 2013;Şendağ & Odabaşı, 2009, Maldonado, 2011. Gavgani vd.…”

Section: Sonuç Ve Tartışmaunclassified

“…Hasta simülatörlerinin ortaya çıkışı, çoklu ortam destekli klinik vaka simülatörü yazılımı, yeni uygulamalar PDÖ yöntemine yansımış ve metin tabanlı senaryo sunumunun çok ötesinde kullanım alanları ortaya çıkmıştır (Maldonado, 2011;Vasiliou vd., 2013). Örneğin, Ellaway, Poulton & Jivram (2015) sanal hasta ile karar vermeye dayalı PDÖ (KVD-PDÖ) uygulaması yapmışlardır.…”

Section: Sonuç Ve Tartışmaunclassified

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Probleme Dayalı Öğrenme Süreci: Mevcut Durum, Sorunlar ve Teknoloji Destekli Çözüm Önerileri

Budakoğlu¹,

Çoşkun²,

Özeke³

2018

Kuramsal Eğitimbilim

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In this study, we tried to discuss the problematic issues in the problem based learning (PBL) process as a frequently used method in medical faculties. The issues were based on experiences while applying PBL and their existence in the literature. After determining the issues, we have presented technology supported solution recommendations with the help of the literature. This is a qualitative study based on interview records with eight PBL facilitators and two planning staff. The problematic issues in present situation about PBL process are as follows; physical space and facilitator organization, printed scenarios, the problems while evaluating student performance, simultaneous and out-of-class workload of PBL facilitators, and Generation Z learners and their access to the sources and library. We tried to get solutions to these issues from the literature by using the support of e-learning technology. Presenting learning environments that will enable current medical students -who are the 21 st century learners-to gain technical and life skills will enhance their clinical thinking/reasoning, problem solving and communication skills professionally and technically.

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Section: Sonuç Ve Tartışmaunclassified

Probleme Dayalı Öğrenme Süreci: Mevcut Durum, Sorunlar ve Teknoloji Destekli Çözüm Önerileri

Budakoğlu¹,

Çoşkun²,

Özeke³

2018

Kuramsal Eğitimbilim

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“…Mayer's theory and principles have been applied to various fields including pharmacy, nursing, and medical education. [39][40][41][42] Maldonado studied text-based problembased learning versus multimedia clinical case scenario software in physician assistants and found that the clinical reasoning score between cohorts increased by 12% with the increased use of multimedia. Furthermore, faculty facilitators reported to save 41% more time using the multimedia cases.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, faculty facilitators reported to save 41% more time using the multimedia cases. 40 The use of multimedia learning has shown to improve knowledge, outcomes, and save time.…”

Section: Introductionmentioning

confidence: 99%

Implementation of an Online Multimedia Pediatric Tracheostomy Care Module for Healthcare Providers

et al. 2021

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Objectives/Hypothesis: To investigate the effect of a multimedia educational module on provider attitudes toward pediatric tracheostomy care. We also describe the process of module development and dissemination at an academic children's hospital.Study Design: Prospective observational study. Methods: The pediatric airway committee at an urban tertiary care center developed a multimedia pediatric tracheostomy care module. Nurses, respiratory therapists, as well as resident, fellow, and attending physicians caring for pediatric patients with tracheostomies were eligible. Managers and clinical supervisors from various units recruited participants to complete the pediatric tracheostomy care electronic module and pre-and postassessment knowledge quizzes and surveys. Provider confidence was analyzed using Kruskal-Wallis H-test and Mann-Whitney U-test, and paired t-test was used to compare pre-and postmodule quiz scores.Results: A total of 422 participants completed the module. A total of 275 participants completed the premodule survey, 385 completed the premodule quiz, 253 completed the postmodule survey, and 233 completed the postmodule quiz. Participants included providers in the neonatal intensive care unit, pediatric intensive care unit, pediatric emergency department, and pediatric wards. Postmodule surveys demonstrated a significant reduction in the average percentage of participants indicating lack of confidence with regards to changing an established tracheostomy, responding to accidental decannulation of established tracheostomy, and responding to accidental decannulation of fresh tracheostomy (P < .001). Average quiz scores increased by 5.6 points from 83.0% to 88.6% (P < .00001).Conclusions: A multimedia educational module can improve provider perception of their knowledge and confidence surrounding pediatric tracheostomy management.

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“…Rochmawati and Wiechula (2010) have defined PBL as "the learning that results from the process of working toward the understanding or resolution of a problem, aiming to facilitate students to learn in an effective, accessible, and integrated way and to foster clinical reasoning or problem-solving skills" (p. 244). With the advent of high and low fidelity patient simulators and multi-media clinical case simulation software (MMCCSS), the PBL concept has been updated from what was once a text-based only platform (Maldonado, 2011).…”

Section: Patient Simulation: Multi-media Clinical Case Simulation CLmentioning

confidence: 99%

Information and Communication Technology to Facilitate Learning for Students in the Health Professions: Current Uses, Gaps and Future Directions

Costello

Corcoran

Barnett

et al. 2014

OLJ

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Changes in the U.S. Healthcare System along with the need for institutions of higher education to prepare a work force ready to address the challenges of today and tomorrow have highlighted the need to incorporate technology in its broadest sense as part of the student learning experience. In health professional education, this becomes challenging as programs have traditionally relied on face-to-face instruction along with internship experiences which provide hands on patient care. In addition, learning activities that incorporate higher order critical thinking must be incorporated in order to meet competency based professional expectations as well as expectations in the work place environment. This article will address current technology use in health professional education programs and identify opportunities to incorporate technology to enhance the student learning experiences with emphasis on the critical thinking, communication, and psychomotor skills required of today's health professional graduate.

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The Use of Multimedia Clinical Case Scenario Software in a Problem-Based Learning Course: Impact on Faculty Workload and Student Learning Outcomes

Cited by 14 publications

References 24 publications

Probleme Dayalı Öğrenme Süreci: Mevcut Durum, Sorunlar ve Teknoloji Destekli Çözüm Önerileri

Probleme Dayalı Öğrenme Süreci: Mevcut Durum, Sorunlar ve Teknoloji Destekli Çözüm Önerileri

Implementation of an Online Multimedia Pediatric Tracheostomy Care Module for Healthcare Providers

Information and Communication Technology to Facilitate Learning for Students in the Health Professions: Current Uses, Gaps and Future Directions

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