Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on
Zitieren Sie bitte immer diese URN: urn:nbn:de:bvb:20-opus-324477
- In the context of medical device training, e-Learning can address problems like unstandardized content and different learning paces. However, staff and students value hands-on activities during medical device training. In a blended learning approach, we examined whether using a syringe pump while conducting an e-Learning program improves the procedural skills needed to operate the pump compared to using the e-Learning program only. In two experiments, the e-Learning only group learned using only the e-Learning program. The e-Learning + hands-onIn the context of medical device training, e-Learning can address problems like unstandardized content and different learning paces. However, staff and students value hands-on activities during medical device training. In a blended learning approach, we examined whether using a syringe pump while conducting an e-Learning program improves the procedural skills needed to operate the pump compared to using the e-Learning program only. In two experiments, the e-Learning only group learned using only the e-Learning program. The e-Learning + hands-on group was instructed to use a syringe pump during the e-Learning to repeat the presented content (section “Experiment 1”) or to alternate between learning on the e-Learning program and applying the learned content using the pump (section “Experiment 2”). We conducted a skills test, a knowledge test, and assessed confidence in using the pump immediately after learning and two weeks later. Simply repeating the content (section “Experiment 1”) did not improve performance of e-Learning + hands-on compared with e-Learning only. The instructed learning process (section “Experiment 1”) resulted in significantly better skills test performance for e-Learning + hands-on compared to the e-Learning only. Only a structured learning process based on multi-media learning principles and memory research improved procedural skills in relation to operating a medical device.…
Autor(en): | Tobias GrundgeigerORCiD, Franz Ertle, Daniel Diethei, Christoph Mengelkamp, Volker Held |
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URN: | urn:nbn:de:bvb:20-opus-324477 |
Dokumentart: | Artikel / Aufsatz in einer Zeitschrift |
Institute der Universität: | Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut Mensch - Computer - Medien |
Sprache der Veröffentlichung: | Englisch |
Titel des übergeordneten Werkes / der Zeitschrift (Englisch): | Advances in Health Sciences Education |
Erscheinungsjahr: | 2023 |
Band / Jahrgang: | 28 |
Heft / Ausgabe: | 1 |
Seitenangabe: | 127-146 |
Originalveröffentlichung / Quelle: | Advances in Health Sciences Education (2023) 28:1, 127-146 DOI: 10.1007/s10459-022-10148-0 |
DOI: | https://doi.org/10.1007/s10459-022-10148-0 |
Allgemeine fachliche Zuordnung (DDC-Klassifikation): | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Freie Schlagwort(e): | blended learning; clinical skills; e-Learning; education; medical device training |
Datum der Freischaltung: | 29.02.2024 |
Lizenz (Deutsch): | CC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International |