Using an online quiz-based reinforcement system to teach healthcare quality and patient safety and care transitions at the University of California

Shaikh, Ulfat; Afsarmanesh, Nasim; Amin, Alpesh; Clay, Brian; Ranji, Sumant R

doi:10.1093/intqhc/mzx093

Cited by 16 publications

(49 citation statements)

References 18 publications

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“…Information or questions were distributed through online sources daily (n = 10), every 2 days (n = 8), every 3 days (n = 1) , weekly (n = 12), every 2 weeks (n = 1), or monthly (n = 2). In studies explicitly stating that material was not only spaced but also repeated, repetition delays ranged from various days (n = 2), to weeks (n = 24), to months (n = 12). Additionally, there were large variations in the number of repetitions and intervals between repetitions.…”

Section: Resultsmentioning

confidence: 99%

“…Approximately half of the empirical research articles (n = 51, 48%) applied spaced learning in an online setting, mostly through delivering learning sessions in e-mails distributed over time using electronic modules, eg, Qstream [19][20][21]23,[27][28][29][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45]47,[51][52][53][54][55]64,74,[78][79][80][81][82][83][84][85] (n = 38, 37%). Spaced learning was also implemented in simulation settings 46,48,53,56,65,67,68,75,76,[86][87][88]…”

Section: Applying Spaced Learningmentioning

confidence: 99%

“…ies of which the Spacing effect (n = 40) and Testing effect[19][20][21][22][23][24][25][26][27][29][30][31][32][33]37,39,[41][42][43][51][52][53]55,[58][59][60][61][62][63][64][65][66] (n = 31) were named most often.Other frameworks were Cognitive Load Theory 50,57,67,68 (n = 4), Desirable Difficulties Theory 59,69 (n = 2), Retrieval hypothesis70,71 (n = 2), Total-time hypothesis70,71 (n = 2), Learning Theory 72 (n = 1), Metacognitive Theory 73 (n = 1) and Kolb's Experiential Learning Theory 61 (n = 1).Only a few studies26,[31][32][33][34][39][40][41]56,60,64,69,[74]…”

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confidence: 99%

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Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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Objectives To investigate the definitions and applications of ‘spaced learning’ and to propose future directions for advancing its study and practice in health professions education. Method The authors searched five online databases for articles published on spaced learning in health professions education prior to February 2018. Two researchers independently screened articles for eligibility with set inclusion criteria. They extracted and analysed key data using both quantitative and qualitative methods. Results Of the 2972 records retrieved, 120 articles were included in the review. More than 90% of these articles were published in the last 10 years. The definition of spaced learning varied widely and was often not theoretically grounded. Spaced learning was applied in distinct contexts, including online learning, simulation training and classroom settings. There was a large variety of spacing formats, ranging from dispersion of information or practice on a single day, to intervals lasting several months. Generally, spaced learning was implemented in practice or testing phases and rarely during teaching. Conclusions Spaced learning is infrequently and poorly defined in the health professions education literature. We propose a comprehensive definition of spaced learning and emphasise that detailed descriptions of spacing formats are needed in future research to facilitate the operationalisation of spaced learning research and practice in health professions education.

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Section: Resultsmentioning

confidence: 99%

Section: Applying Spaced Learningmentioning

confidence: 99%

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confidence: 99%

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Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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“…poor internet access or speed, or spam filters) . Determining the optimal number of questions per day and their spacing, plus ensuring that the spaced education questions have clinical relevance, may help to increase completion rates in spaced education. Although the reason for lower completion rates from more experienced health professionals is unclear, it is plausible that experienced participants might have perceived that the learning content was not relevant to them, or alternatively, a wrong answer called into question their accumulated knowledge.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

et al. 2019

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Context Ensuring clinical practice reflects current evidence is challenging given the rapid proliferation of new knowledge. Changing entrenched clinical behaviours and facilitating the adoption of best practice evidence requires a range of strategies, including affordable, scalable and effective continuing professional development (CPD). Yet, identifying the CPD delivery method most likely to effectively change and improve patient outcomes is difficult given the variability in the evidence for different learning approaches. Although there is moderate level evidence for outreach education, audit and feedback, and face‐to‐face or online learning, little is known about the capacity of spaced education to change ineffective clinical practice(s). Spaced education harnesses the power of spacing, repetition and testing learning content to increase topic‐specific knowledge. Although spaced education is widely used in undergraduate and postgraduate medical programmes, its effectiveness as a CPD delivery method that improves patient outcomes is less certain. Aim To determine the effectiveness of the spaced education CPD programmes to change targeted clinical knowledge and practice(s) to improve patient outcomes. Method A systematic review, appraising the spaced education CPD evidence generated from searching six specialist medical and psychosocial databases. Studies published in English peer‐reviewed journals from 1 January, 2000 to 31 August, 2018 were eligible for inclusion. A modified Kirkpatrick four levels of evaluation framework assisted with appraising the effect of spaced education CPD interventions on clinicians and patients. Results Of the 2396 studies identified, 17 met the inclusion criteria, involving 2701 practising clinicians from multiple disciplines and specialties. Five randomised controlled trials generated level II evidence, with the remaining 12 studies generating lower levels of evidence. The majority of studies (n = 14) involved the delivery of online spaced education. All studies were evaluated using the modified Kirkpatrick four levels of evaluation framework with: 10 studies demonstrating significant increases in participants’ knowledge; seven studies reporting significant changes in clinician behaviour; four studies showing significant increases in clinician confidence; and three studies identifying significant and sustained increases in participants’ clinical skills. Only two studies reported positive improvements in patient outcomes. Conclusion Spaced education via an online platform offers a scalable CPD format that can increase clinical knowledge and change practice. However, further adequately powered randomised controlled trials are required to confirm that spaced education CPD can impact positively on patients’ reported outcomes.

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“…Among the different options of gamification used in the classrooms, clicker quizzes can provide, when used to enhance the motivational, competitive, and ludic environment, a method of testing to be widely used by the teaching community (5,20,23). Tests can be used as summative assessment, diagnostic, or as formative assessment tools (4).…”

Section: Introductionmentioning

confidence: 99%

Effect of in-class group clicker-quiz competition on student final exam performance

Priego-Quesada

Jiménez-Pérez

Anda

et al. 2019

Advances in Physiology Education

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Using an online quiz-based reinforcement system to teach healthcare quality and patient safety and care transitions at the University of California

Cited by 16 publications

References 18 publications

Conceptualising spaced learning in health professions education: A scoping review

Conceptualising spaced learning in health professions education: A scoping review

Effectiveness of the spaced education pedagogy for clinicians’ continuing professional development: a systematic review

Effect of in-class group clicker-quiz competition on student final exam performance

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