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At least 19 recordsLinked to original sources

PubMed2002

Tutor versus computer: a prospective comparison of interactive tutorial and computer-assisted instruction in radiology education.

RATIONALE AND OBJECTIVES: This study compared the educational effectiveness of an interactive tutorial with that of interactive computer-assisted instruction (CAI) and determined the effects of personal preference, learning style, and level of training. MATERIALS AND METHODS: Fifty-four medical students and four radiology residents were prospectively, randomly assigned to receive instruction from different sections of an interactive tutorial and an interactive CAI module. Participants took tests of factual knowledge at the beginning and end of the instruction and a test of visual diagnosis at the end. They completed questionnaires to evaluate their preferred learning styles objectively and to elicit their subjective attitudes toward the two formats. Mean test scores of the tutorial and CAI groups were compared by means of analysis of covariance and two-tailed repeated-measures F test. RESULTS: Both the tutorial and CAI groups demonstrated significant improvement in posttest scores (P < .01 and P < .01, respectively) with the tutorial group's mean posttest score marginally but significantly higher (32.84 vs 28.13, P < .001). There were no significant interaction effects with participants' year of training (P = .845), objectively evaluated preferred learning style (P = .312), subjectively elicited attitude toward learning with CAI (P = .703), or visual diagnosis score (tutorial, 7.61; CD-ROM, 7.75; P = .79). CONCLUSION: Interactive tutorial and optimal CAI are both effective instructional formats. The tutorial was marginally but significantly more effective at teaching factual knowledge, an effect unrelated to students' year of training, learning style, or stated enjoyment of CAI. The superiority of the tutorial is expected to increase when it is compared with commercially expedient CAI modules.

Analysis of Variance↗

PubMed2002

Cardiovascular interactions tutorial: architecture and design.

This work examines the design and architecture of a delivery system for a computerized, interactive tutorial on the physiology of the cardiovascular system. Emphasis in this paper is on the mechanisms used to coordinate the user's Lab Workbook, subject-oriented Information file, and the cardiovascular interaction (CVI) simulation model. Techniques described are sufficiently generic to allow for different tutorial content and/or different simulation models. Implementation uses Visual Basic and deployment is CDROM-based.

Cardiovascular System↗

PubMed2002

Cardiovascular interactions: an interactive tutorial and mathematical model.

The maintenance of an adequate cardiac output and systemic arterial blood pressure is a complex process with intricacies that are often difficult to understand. Cardiovascular Interactions is an active learning tool that demonstrates the interactions between the functions of the heart and peripheral circulation. This learning package consists of a Lab Book, a Model, and an Information file. The Lab Book is an interactive tutorial for exploring the relative influences of parameter changes on the cardiovascular system under normal, stressful, or pathophysiological conditions. The learners are guided to predict the direction and relative magnitude of changes of key variables in the cardiovascular system, evaluate the accuracy of their predictions, and describe the cause-and-effect mechanisms involved. Consequences of heart failure, hemorrhage, exercise, and changes in intrathoracic pressure can be explored. The results obtained in the Lab Book are based on a five-compartment mathematical Model, which reflects our current understanding of the basic control of the cardiovascular system. The Model was designed to be complex enough to be realistic, yet not so complex as to be overwhelming. An Information File contains definitions and descriptions of classical physiology about key concepts, including figures, and a detailed description of the Model. Hypertext tags embedded in the Lab Book are used to access the Information File. The Cardiovascular Interactions learning package was designed to run from its CD and so does not need to be installed.

CD-I↗

PubMed1997

The effect of a multimedia interactive tutorial on learning endodontic problem-solving.

New technology may create additional opportunities for learning in dental education. One of these new features is a multimedia approach, courseware combining sound, text, stills and video with interactive learning. A multimedia program was developed to train dental students and dental practitioners in decision making and problem solving in endodontics. This study compared the effects of the multimedia program with a more traditional approach consisting of written information, without interaction. 28, 4th-year dental students at the University of Kentucky in Lexington, KY, USA were randomly assigned to the multimedia or the text-based groups. They were given a written pre-test using 2 cases of dental pain and were instructed to study independently using either the multimedia program (group A) or the written information (group B). No restrictions were imposed on the amount of time to be invested, and the total study time was recorded for each student. 3 weeks after the pre-test, the students completed the post-test. A total of 18 students completed both the pre-test and the post-test and their scores were included in the final data. Statistical analysis of the average scores using paired t-tests revealed no significant difference between the performance of the students in either group, indicating that the multimedia approach to learning endodontic problem solving may successfully replace traditional learning strategies.

CD-I↗

PubMed1995

The cerebral ventricles: a computer-based interactive tutorial.

The computer-based tutorial, "The Cerebral Ventricles," enables the user to review the anatomy, imaging, and common pathologic conditions of the human cerebral ventricular system. The program runs on a workstation that includes a laser videodisk player and a videodisk with 21,000 still images plus motion sequences. By using a mouse to select specific portions of the anatomic diagram depicting the ventricles, the user can review different planes of normal gross anatomy, corresponding computed tomographic and magnetic resonance images of normal anatomy, images of gross specimens of different pathologic entities, and corresponding radiologic images. The motion sequences portion of the program shows reconstructed three-dimensional images of ventricular anatomy and helps the user gain a greater understanding of the complex anatomy as seen from all angles. Subprograms provide more detailed information about anatomic relationships, disease entities, and bibliographic references. "The Cerebral Ventricles" assists radiologists in gaining a greater understanding of the ventricles so that an appropriate differential diagnosis of an intraventricular lesion can be offered when such masses are encountered in clinical practice.

Cerebral Ventricles↗

PubMed2001

An interactive tutorial-based training technique for vertebral morphometry.

The purpose of this work was to develop a computer-based procedure for training technologists in vertebral morphometry. The utility of the resulting interactive, tutorial based training method was evaluated in this study. The training program was composed of four steps: (1) review of an online tutorial, (2) review of analyzed spine images, (3) practice in fiducial point placement and (4) testing. During testing, vertebral heights were measured from digital, lateral spine images containing osteoporotic fractures. Inter-observer measurement precision was compared between research technicians, and between technologists and radiologist. The technologists participating in this study had no prior experience in vertebral morphometry. Following completion of the online training program, good inter-observer measurement precision was seen between technologists, showing mean coefficients of variation of 2.33% for anterior, 2.87% for central and 2.65% for posterior vertebral heights. Comparisons between the technicians and radiologist ranged from 2.19% to 3.18%. Slightly better precision values were seen with height measurements compared with height ratios, and with unfractured compared with fractured vertebral bodies. The findings of this study indicate that self-directed, tutorial-based training for spine image analyses is effective, resulting in good inter-observer measurement precision. The interactive tutorial-based approach provides standardized training methods and assures consistency of instructional technique over time.

Allied Health Personnel↗

PubMed2006

Analysis of verbal interactions in tutorial groups: a process study.

INTRODUCTION: Collaborative learning, including problem-based learning (PBL), is a powerful learning method. Group interaction plays a crucial role in stimulating student learning. However, few studies on learning processes in medical education have examined group interactions. Most studies on collaboration within PBL used self-reported data rather than observational data. We investigated the following types of interactions in PBL tutorial groups: learning-oriented interactions (exploratory questioning, cumulative reasoning and handling conflicts about knowledge); procedural interactions, and irrelevant/off-task interactions. AIM: The central question concerned how much time is spent on the different types of interaction during group sessions and how the types of interaction are distributed over the meeting. METHOD: Four tutorial group sessions in Year 2 of the PBL undergraduate curriculum of Maastricht Medical School were videotaped and analysed. The sessions concerned the reporting phase of the PBL process. We analysed the interactions using a coding scheme distinguishing several verbal interaction types, such as questions, arguments and evaluations. RESULTS: Learning-orientated interactions accounted for 80% of the interactions, with cumulative reasoning, exploratory questioning and handling conflicts about knowledge accounting for about 63%, 10% and 7% of the interactions, respectively. Exploratory questioning often preceded cumulative reasoning. Both types occurred throughout the meeting. Handling conflicts mainly occurred after the first 20 minutes. CONCLUSIONS: Task involvement in the tutorial groups was high. All types of learning-orientated interactions were observed. Relatively little time was spent on exploratory questions and handling conflicts about knowledge. Problem-based learning training should pay special attention to stimulating discussion about contradictory information.

Communication↗

PubMed2006

Changing dentists' knowledge, attitudes and behavior regarding domestic violence through an interactive multimedia tutorial.

BACKGROUND: Dentists have a unique opportunity to address the problem of domestic violence (DV). The authors tested the effectiveness of a tutorial designed to educate dentists in identifying and responding to DV. METHODS: The authors developed a brief interactive multimedia tutorial for dentists and recruited practicing dentists (N = 174) for a randomized, controlled trial. A 24-question instrument assessed participants' knowledge, attitudes and practice behaviors regarding DV at two time points. The control group took the tutorial before completing a posttest. The authors also administered a 20-question empathy scale. RESULTS: The experimental group demonstrated significantly greater improvement in scores on most items, including knowledge, attitudes and behaviors, relative to control subjects (P < .01). Empathy scores did not show significant correlation with change scores on the DV assessment instrument. CONCLUSIONS: The tutorial is effective in helping dentists learn how to identify and help patients who are experiencing abuse. CLINICAL IMPLICATIONS: Broad dissemination of the tutorial about DV would introduce dentists to simple strategies for responding to patients who experience DV.

Attitude of Health Personnel↗

PubMed2006

Creating interactive pathology tutorials in QuickTime and Flash.

A simple and inexpensive method is described for creating short interactive pathology video tutorials requiring only basic computer skills. These tutorials provide a supplement to conventional instructional methods in pathology, engaging the attention and interest of medical students and pathology trainees and facilitating learning.

Computer-Assisted Instruction↗

PubMed1994

Evaluation of an interactive computer video tutorial on malignant melanoma.

We evaluated medical student reaction to a computer-assisted interactive tutorial on malignant melanoma, a pigmented skin cancer. The tutorial was programmed for use with IBM Infowindow Touchscreen systems which integrate full-color video images from laser videodisc with text and graphics from a personal computer. Second-year medical students at the Medical College of Virginia responded to a questionnaire and rated both the content and the process of learning with this method more highly than presentation of similar content from textbooks.

Attitude↗

PubMed2005

Student perspectives on learning-oriented interactions in the tutorial group.

INTRODUCTION: In group learning settings like problem-based learning (PBL), the quality of interaction is closely related to group success. However, research and practice have shown that the interaction in tutorial groups is not optimal. In the present study, a questionnaire was used to measure students' perceptions of occurrence and desirability of three interaction types, i.e. exploratory questioning, cumulative reasoning, and handling knowledge conflicts. The discrepancies between the perceptions of occurrence and desirability enabled us to illustrate how the questionnaire can be used to improve the group interaction process in the tutorial group. METHOD: The subjects consisted of all second-year medical students of Maastricht University (N=240, response rate 73%). The questionnaire consisted of a list of eleven statements representing the three interaction types (factors). Students were asked to rate each statement on a 5-point Likert scale for two types of perceptions, i.e. occurrence and desirability. RESULTS: The average scores on occurrence and desirability of the interaction types varied between 3.4 and 3.7 (scale 1-5) and between 3.6 and 4.3, respectively. For two interaction types, significant differences between occurrence and desirability were found. CONCLUSION: The scores for occurrence were reasonable, and the desirability scores were significantly higher than the occurrence scores for two of the three interaction types, i.e., exploratory questioning and cumulative reasoning. The results of the present study imply that in the students' opinion, the interaction process in the tutorial group can be improved. The questionnaire provides useful information to detect shortcomings in the tutorial group interaction.

Cooperative Behavior↗

PubMed1995

The C-ASE Project: computer-assisted simulated examination.

Simulations of clinical scenarios for medical education can take a number of forms, including paper-based tutorials, interactive computer programs, and Standardized Patients (SPs). The fidelity of a simulation to the situation it mimics may have a great deal to do with its educational effectiveness. It was hypothesized that it is possible to create simulation experiences on a microcomputer that occupy a middle ground between the low-fidelity simulation of paper-based tutorials and many interactive computer programs, and high-fidelity simulation of SPs. The C-ASE (computer-assisted simulated examination) project, developed to test this hypothesis, incorporates a simulated three-dimensional environment and digital video of patients and clinic staff.

Clinical Medicine↗

PubMed2006

Developing and evaluating an interactive information skills tutorial.

OBJECTIVE: To develop and evaluate a web-based interactive information skills tutorial integrated into the curriculum. To determine whether the tutorial was acceptable to students and explore the use of a skills assessment tool in identifying whether the tutorial improved skills. METHODS: The development of a tutorial on OVID medline to teach transferable information skills. A small cohort study to evaluate students' views on the tutorial and its effects on information skills. RESULTS: Thirteen objective assessments were usable. There was a statistically significant improvement in mean final assessment scores, compared with mean pre-training scores, F(2,14) = 11.493, P = 0.001. Eleven (85%) students had improved their overall information skills. The improvement in overall searching skills was enhanced by referral to the tutorial. CONCLUSIONS: The tutorial was successfully developed and integrated into a Masters programme curriculum. In this setting, it appears to reinforce active learning, and was well received by students, who developed core generic searching skills and demonstrated improved information skills in the short and longer term. Students could use the tutorial for revision and study at a time and place of their choosing. Further evaluation is required to assess the impact of using the tutorial with large groups of students, and as a stand-alone teaching medium.

Adult↗

PubMed2003

Development of competency-based on-line public health informatics tutorials: accessing and using on-line public health data and information.

In response to training and information needs of the public health workforce, the New York City Department of Health and Mental Hygiene, in collaboration with the Department of Biomedical Informatics, Columbia University and the New York Academy of Medicine, is developing a series of on-line, interactive tutorials in public health informatics. The goal is to teach public health practitioners how to locate, use, and disseminate data and information on the Internet, while imparting basic informatics principles. Course content is based on Public Health Informatics Competencies, and evaluation will be performed by measuring changes in self-efficacy and knowledge as well as determining user satisfaction.

Competency-Based Education↗

PubMed2003

Dynamic quiz bank: a portable tool set for authoring and managing distributed, Web-based educational programs in radiology.

RATIONALE AND OBJECTIVES: The authors performed this study to evaluate a portable, platform-independent software program that enables users from remote sites to transform raw materials (eg, text, images, video) into Web-ready, interactive tutorials and examinations. MATERIALS AND METHODS: The software program evaluated consists of three modules: a network-based interface developed in the Java programming language, an Oracle 8i relational database with liaison software, and shell scripts developed in the Perl programming language to automate the authoring, maintenance, and updating of content in a dynamic quiz bank (DBQ). Four faculty members, one radiology resident, and two undergraduates majoring in computer science volunteered to create questions for the DQB and to evaluate ease of authoring. RESULTS: Faculty members with various levels of computer proficiency were able to establish a comprehensive DQB of more than 1,000 interactive questions. These radiologists reported the scripts reliable and easy to use. The DQB, offered in a pathology course for 2nd-year medical students, was used by 151 students and may have played a role in improving standardized test scores. Eighty-seven percent (n = 131) of the students believed that the DQB was extremely useful as an educational tool. CONCLUSION: The DQB software program facilitated access to, and authoring and maintenance of, Web-based educational materials developed in the departments of radiology and pathology.

Computer-Assisted Instruction↗

PubMed2004

Improving patient safety through informatics tools for shared decision making and risk communication.

This paper describes how informatics tools can support shared decision making and risk communication and thereby play an important role in enhancing patient safety. Using preference elicitation techniques and knowledge on risk communication, such tools can help patients understand their treatment options and associated short- and long-term benefits and risks, assist in the elicitation of patient preferences, and help patients and clinicians in making treatment choices with the highest likelihood of achieving desired patient outcomes. Important features of such tools are proposed, including: (1) Interactive tutorials to improve risk comprehension and prepare patients and clinicians for the decision making task; (2) choices between different presentation modes to meet patients' individual reading levels and presentation preferences; (3) risk calculations that account for individual risk profiles; (4) performance of necessary calculations to reach the actual decision; (5) automatic updates of evidence; and (6) the use of different preference-elicitation techniques.

Decision Making, Computer-Assisted↗

PubMed2003

Using electronic technology for Taenia solium education: educating the educators.

In Taenia solium endemic areas, intervention programs include a variety of actions aimed to improve sanitary infrastructure and environment, pig husbandry conditions, detection and treatment of tapeworm carries and cysticercosis cases, among others. For a successful long-term effect, these actions must be associated with community participation and health education programs. Prior to designing/conducting health education programs tailored to specific populations, individuals involved in delivering education, as well as other professionals, students, and community leaders, must be well prepared, their knowledge increased, updated or strengthened. Educators must first be well educated to convey clear and accurate messages. Current electronic technology provides invaluable resources for teaching and learning. Learners using electronic materials benefit from a dynamic, non-linear and flexible interaction that can render long lasting effects compared to traditional passive methods. Electronic resources also provide the capability of producing one standardized template, versatile enough to be adapted, translated, modified, and updated. In this presentation, we introduce our preliminary work on the first interactive media presentation on T. solium which will hopefully, soon, become an interactive tutorial that could be utilized in health education in both developing and developed countries.

Adult↗

PubMedDate not supplied

Technical aspects of internet-based knowledge presentation in radiotherapy.

Three-dimensional radiotherapy planning is a complex and time-consuming optimization process which requires much experience. To simplify and to speed up the process of treatment planning as well as to exchange experience and therapeutic knowledge, the department of Medical Physics at the German Cancer Research Centre (DKFZ) in Heidelberg is developing an Internet-based 3D Radiotherapy planning and Information System (IRIS). IRIS designed internet-based client-server application, implemented using Java, CORBA and PVM. The concept of IRIS combines the functionality of an interactive tutorial with a discussion forum, teleconferencing tool and an atlas of dose distributions. Furthermore an integral knowledge-based system provides automatically generated, preoptimized treatment plans. This paper explains the technical design of the system and gives an overview of experiences gained by the technical realization of a first prototype using currently available internet technology. The prototype is currently running for testing in the intranet of DKFZ.

Artificial Intelligence↗