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141. The effectiveness of e-learning in pediatric medical student education (Full text)

The effectiveness of e-learning in pediatric medical student education Electronic learning allows individualized education and may improve student performance. This study assessed the impact of e-modules about infection control and congenital infections on medical knowledge.A descriptive study was conducted involving third-year medical students on pediatric clerkship. e-Module content in three different formats was developed: a text monograph, a PowerPoint presentation, and a narrated

2016 Medical education online PubMed abstract

142. Physiotherapy students’ perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study (Full text)

Physiotherapy students’ perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study To qualitatively explore physiotherapy students' perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, e-learning package: Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL).Physiotherapy students participated in three focus groups in Perth, Western Australia (...) . Purposive sampling was employed to ensure maximum heterogeneity across age, gender and educational background. To explore students' perspectives on the advantages and disadvantages of online e-learning, ways to enhance e-learning, and information/learning gaps in relation to interdisciplinary management of chronic health conditions, a semi-structured interview schedule was developed. Verbatim transcripts were analysed using inductive methods within a grounded theory approach to derive key themes.Twenty

2016 BMC medical education PubMed abstract

143. Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students (Full text)

Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students With the increasing popularity of e-learning programs, educational stakeholders are attempting to promote critical thinking in the virtual education system. This study aimed to explore the experiences of both the instructors and the students about critical thinking promotion within the virtual education system.This qualitative study recruited the instructors and students from four (...) academic disciplines provided by the Virtual School of Tehran University of Medical Sciences (Tehran, Iran). All programs were master's degree programs and utilized a blended (combination of e-learning and face to face) training. Semistructured interviews with the participants were used to collect data.The participants had a variety of experiences about how to promote critical thinking. These experiences were conceptualized in four main themes, namely, instructional design, educational leadership

2016 Advances in medical education and practice PubMed abstract

144. Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: a quasi-experimental study with third-year medical students (Full text)

Effects of a case-based interactive e-learning course on knowledge and attitudes about patient safety: a quasi-experimental study with third-year medical students Patient safety (PS) is influenced by a set of factors on various levels of the healthcare system. Therefore, a systems-level approach and systems thinking is required to understand and improve PS. The use of e-learning may help to develop a systems thinking approach in medical students, as case studies featuring audiovisual media can (...) be used to visualize systemic relationships in organizations. The goal of this quasi-experimental study was to determine if an e-learning can be utilized to improve systems thinking, knowledge, and attitudes towards PS.A quasi-experimental, longitudinal within- subjects design was employed. Participants were 321 third-year medical students who received online surveys before and after they participated in an e-learning course on PS. Primary outcome measures where levels of systems thinking

2016 BMC medical education PubMed abstract

145. A German e-learning-training in the context of early preventive intervention and child protection: preliminary findings of a pre-post evaluation (Full text)

A German e-learning-training in the context of early preventive intervention and child protection: preliminary findings of a pre-post evaluation In recent years, a number of government-sponsored initiatives have been implemented in Germany that are focused on early preventive intervention in child protection. In response to the need for interdisciplinary training in this area, the internet-based e-learning program "Early Preventive Intervention and Child Protection" was developed

2016 Child and adolescent psychiatry and mental health PubMed abstract

146. Learning management system and e-learning tools: an experience of medical students' usage and expectations (Full text)

Learning management system and e-learning tools: an experience of medical students' usage and expectations To investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments.A single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected (...) with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods.The participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy

2016 International Journal of Medical Education PubMed abstract

147. UEG E-learning: Education at your fingertips! (Full text)

UEG E-learning: Education at your fingertips! 27087963 2016 04 18 2016 04 20 2050-6406 4 2 2016 Apr United European gastroenterology journal United European Gastroenterol J UEG E-learning: Education at your fingertips! 319 10.1177/2050640616639519 Wood Natalie N Lead Editor, UEG E-learning. eng Journal Article 2016 03 22 England United European Gastroenterol J 101606807 2050-6406 2016 4 19 6 0 2016 4 19 6 0 2016 4 19 6 1 ppublish 27087963 10.1177/2050640616639519 10.1177_2050640616639519

2016 United European gastroenterology journal PubMed abstract

148. Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience? (Full text)

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience? The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes.A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group (...) as easier, and believed that contents would remain in their memories for a longer time.By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work

2016 International Journal of Medical Education PubMed abstract

149. Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance (Full text)

Cognitive Load and Self-Determination Theories Applied to E-Learning: Impact on Students' Participation and Academic Performance Emergency clerkships expose students to a stressful environment that require multiple tasks, which may have a direct impact on cognitive load and motivation for learning. To address this challenge, Cognitive Load Theory and Self Determination Theory provided the conceptual frameworks to the development of a Moodle-based online Emergency Medicine course, inspired

2016 PloS one PubMed abstract

150. A combination of traditional learning and e-learning can be more effective on radiological interpretation skills in medical students: a pre- and post-intervention study (Full text)

A combination of traditional learning and e-learning can be more effective on radiological interpretation skills in medical students: a pre- and post-intervention study The ability to interpret an X-Ray is a vital skill for graduating medical students which guides clinicians towards accurate diagnosis and treatment of the patient. However, research has suggested that radiological interpretation skills are less than satisfactory in not only medical students, but also in residents (...) and consultants.This study investigated the effectiveness of e-learning for the development of X-ray interpretation skills in pre-clinical medical students. Competencies in clinical X-Ray interpretation were assessed by comparison of pre- and post-intervention scores and one year follow up assessment, where the e-learning course was the 'intervention'.Our results demonstrate improved knowledge and skills in X-ray interpretation in students. Assessment of the post training students showed significantly higher

2016 BMC medical education PubMed abstract

151. E-learning Proficiency Based Progression Training Programme for Clinical Communication on ISBAR Performance (eISBAR)

E-learning Proficiency Based Progression Training Programme for Clinical Communication on ISBAR Performance (eISBAR) E-learning Proficiency Based Progression Training Programme for Clinical Communication on ISBAR Performance (eISBAR) - Full Text View - ClinicalTrials.gov Hide glossary Glossary Study record managers: refer to the if submitting registration or results information. Search for terms x × Study Record Detail Saved Studies Save this study Warning You have reached the maximum number (...) of saved studies (100). Please remove one or more studies before adding more. E-learning Proficiency Based Progression Training Programme for Clinical Communication on ISBAR Performance (eISBAR) (eISBAR) The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our for details. ClinicalTrials.gov Identifier: NCT02937597 Recruitment Status : Completed First Posted

2016 Clinical Trials

152. Cognitive Style and Mobile Technology in E-learning in Undergraduate Medical Education

Cognitive Style and Mobile Technology in E-learning in Undergraduate Medical Education Cognitive Style and Mobile Technology in E-learning in Undergraduate Medical Education - Full Text View - ClinicalTrials.gov Hide glossary Glossary Study record managers: refer to the if submitting registration or results information. Search for terms x × Study Record Detail Saved Studies Save this study Warning You have reached the maximum number of saved studies (100). Please remove one or more studies (...) before adding more. Cognitive Style and Mobile Technology in E-learning in Undergraduate Medical Education The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our for details. ClinicalTrials.gov Identifier: NCT02971735 Recruitment Status : Unknown Verified November 2016 by Chang Gung Memorial Hospital. Recruitment status was: Not yet recruiting First

2016 Clinical Trials

153. A Comparison of Learning Method (CAM-ICU) Between E-learning and Conventional Face-to-face Lecture and Demonstration

A Comparison of Learning Method (CAM-ICU) Between E-learning and Conventional Face-to-face Lecture and Demonstration A Comparison of Learning Method (CAM-ICU) Between E-learning and Conventional Face-to-face Lecture and Demonstration - Full Text View - ClinicalTrials.gov Hide glossary Glossary Study record managers: refer to the if submitting registration or results information. Search for terms x × Study Record Detail Saved Studies Save this study Warning You have reached the maximum number (...) of saved studies (100). Please remove one or more studies before adding more. A Comparison of Learning Method (CAM-ICU) Between E-learning and Conventional Face-to-face Lecture and Demonstration The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our for details. ClinicalTrials.gov Identifier: NCT02978352 Recruitment Status : Completed First Posted

2016 Clinical Trials

154. Conventional vs. e-learning in nursing education: A systematic review and meta-analysis. (Abstract)

Conventional vs. e-learning in nursing education: A systematic review and meta-analysis. By and large, in health professions training, the direction of the effect of e-learning, positive or negative, strongly depends on the learning outcome in question as well as on learning methods which e-learning is compared to. In nursing education, meta-analytically generated knowledge regarding the comparisons between conventional and e-learning is scarce.The aim of this review is to discover the size (...) of the effect of e-learning on learning outcomes in nursing education and to assess the quality of studies in which e-learning has been compared to conventional learning.A systematic search of six electronic databases, PubMed, Ovid MEDLINE®, CINAHL (EBSCOhost), Cochrane Library, PsycINFO, and ERIC, was conducted in order to identify relevant peer-reviewed English language articles published between 2011 and 2015. The quality of the studies included as well as the risk of bias in each study was assessed

2016 Nurse education today

155. Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study. (Full text)

Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study. The optimal design of pedagogical strategies for e-learning in graduate and postgraduate medical education remains to be determined. Video-based e-learning use is increasing, with initial research suggesting that taking short breaks while watching videos (independent of answering test questions) may improve learning by focusing attention on the content presented. Interspersed test questions may

2016 Journal of medical Internet research PubMed abstract

156. E-learning in orthopedic surgery training: A systematic review. (Full text)

E-learning in orthopedic surgery training: A systematic review. E-learning is the use of internet-based resources in education. In the field of surgical education, this definition includes the use of virtual patient cases, digital modeling, online tutorials, as well as video recordings of surgical procedures and lectures. In recent years, e-learning has increasingly been considered a viable alternative to traditional teaching within a number of surgical fields. Here we present (1) a systematic (...) review of literature assessing the efficacy of e-learning modules for orthopedic education and (2) a discussion of their relevance. A systematic search of PubMed, Embase, Web of Science, and the Cochrane Library was conducted according to the guidelines defined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement (PRISMA). The search yielded a total of 255 non-duplicate citations that were screened using predetermined inclusion/exclusion criteria. A total of 9 full text

2016 Journal of orthopaedics PubMed abstract

157. Effectiveness of E-Learning in Oral Radiology Education: A Systematic Review. (Abstract)

Effectiveness of E-Learning in Oral Radiology Education: A Systematic Review. E-learning has been used recently in dental curricula to support traditional learning methods. However, the published literature concerning e-learning in oral radiology has shown mixed conclusions. The aim of this systematic review was to provide a synthesis of the effectiveness of e-learning in oral radiology education when compared with traditional classroom learning methods. A search of the literature was conducted (...) on the LILACS, PubMed, Science Direct, Scopus, and Web of Science databases. Trials registries were also consulted for ongoing trials, and a partial grey literature search was conducted. Controlled trials about oral radiology education that compared any e-learning method with a control group using any traditional classroom instruction method were included. E-learning effectiveness was measured using three outcomes from Kirkpatrick's model of evaluation: attitudes about e-learning, knowledge gain

2016 Journal of dental education

158. The role of qualitative research in adding value to a randomised controlled trial: lessons from a pilot study of a guided e-learning intervention for managers to improve employee wellbeing and reduce sickness absence. (Full text)

The role of qualitative research in adding value to a randomised controlled trial: lessons from a pilot study of a guided e-learning intervention for managers to improve employee wellbeing and reduce sickness absence. Despite the growing popularity of mixed-methods studies and considerable emphasis on the potential value of qualitative research to the trial endeavour, there remains a dearth of published studies reporting on actual contribution. This paper presents a critically reflective (...) account of our experience of the actual value of undertaking qualitative research alongside a pilot cluster randomised controlled trial of a guided e-learning intervention for managers in an NHS Mental Health Trust to improve employee wellbeing and reduce sickness absence. For the qualitative study we undertook 36 in-depth interviews with key informants, managers and employees. We observed and took in-depth field notes of 10 meetings involving managers and employees at the Trust, and the two

2016 Trials Controlled trial quality: uncertain PubMed abstract

159. Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study. (Full text)

Evaluation of a Web-Based E-Learning Platform for Brief Motivational Interviewing by Nurses in Cardiovascular Care: A Pilot Study. Brief motivational interviewing (MI) can contribute to reductions in morbidity and mortality related to coronary artery disease, through health behavior change. Brief MI, unlike more intensive interventions, was proposed to meet the needs of clinicians with little spare time. While the provision of face-to-face brief MI training on a large scale is complicated, Web (...) -based e-learning is promising because of the flexibility it offers.The primary objective of this pilot study was to examine the feasibility and acceptability of a Web-based e-learning platform for brief MI (MOTIV@CŒUR), which was evaluated by nurses in cardiovascular care. The secondary objective was to assess the preliminary effect of the training on nurses' perceived brief MI skills and self-reported clinical use of brief MI.We conducted a single-group, pre-post pilot study involving nurses

2016 Journal of medical Internet research PubMed abstract

160. Systematic review of e-learning for surgical training. (Full text)

Systematic review of e-learning for surgical training. Internet and software-based platforms (e-learning) have gained popularity as teaching tools in medical education. Despite widespread use, there is limited evidence to support their effectiveness for surgical training. This study sought to evaluate the effectiveness of e-learning as a teaching tool compared with no intervention and other methods of surgical training.A systematic literature search of bibliographical databases was performed up (...) to August 2015. Studies were included if they were RCTs assessing the effectiveness of an e-learning platform for teaching any surgical skill, compared with no intervention or another method of training.From 4704 studies screened, 87 were included with 7871 participants enrolled, comprising medical students (52 studies), trainees (51 studies), qualified surgeons (2 studies) and nurses (6 studies). E-learning tools were used for teaching cognitive (71 studies), psychomotor (36 studies) and non-technical

2016 The British journal of surgery PubMed abstract

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