Evaluating Effectiveness of Online Learning Modules in Pediatric Environmental Health Education.

OBJECTIVE: Content and training about pediatric environmental health are lacking in healthcare professionals' education. In an initiative to improve pediatric environmental health education, the Pediatric Environmental Health Specialty Unit (PEHSU) program offers free, interactive, web-based ("eLearning") modules on environmental health topics. The aim of this study is to determine the effectiveness of PEHSU eLearning modules in increasing knowledge about pediatric and reproductive environmental health. METHODS: This is a retrospective analysis of 994 users who had completed at least one of the 12 PEHSU eLearning modules and its associated pre-test and post-test scores between March 2016 and November 2018. Users who completed modules between March 2016 and April 2018 received a 6-month follow-up survey to assess the impact of the knowledge gained on their clinical practice. RESULTS: A wide range of clinical professionals and nonclinical professionals utilized and completed the PEHSU eLearning modules. For all users, post-test scores were significantly higher than pre-test scores, with an increase of 30.55% ± 22.37 (paired t-test, p < 0.0001), after completion of eLearning modules. CONCLUSION: PEHSU eLearning modules are effective at increasing environmental health knowledge of clinical and nonclinical professionals. Further studies are needed to determine long-term knowledge retention and clinical impact.

Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning.

BACKGROUND: With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. OBJECTIVE: The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students' learning outcomes on interprofessional competencies. METHODS: A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities-Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)-after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students' learning outcomes on interprofessional competencies. RESULTS: A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P<.05) and attitudes (P<.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found (P=.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower (P<.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence "WI-VR-SE" as their top preference. CONCLUSIONS: This study shows that the instructional sequence of a blended learning approach can have a significant impact on students' learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students' learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.

Application of Flipped Classroom in postgraduate molecular biology technology teaching / 中华医学教育探索杂志

Techniques in Molecular Biology is an essential course designed for postgraduates majoring in medicine,biology and other related disciplines.We discussed here the significance of redesigning and the practical attempt,which specifically was the flip classroom model of research-based experimental course dominated by postgraduates.In this teaching model,according to the procedure of research work,postgraduates studied the experiment principle,read kit manual and selected controls before class.In the class,students in groups performed experiments and analyzed the experimental results.The teacher led students' technical operation to achieve the teaching targets and emphasized the evaluation for students' abilities of experimental design and results analysis.Online platform was maintained even after the course in order to achieve long-term academic communication.

Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation.

BACKGROUND: Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. OBJECTIVE: This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. METHODS: In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. RESULTS: A total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points or 4.0% more improvement on average; P=.004) and a higher follow-up test score than the control group (0.3 points or 3.3% more improvement on average; P=.02). CONCLUSIONS: Although the study demonstrated more learning with learning style-tailored educational materials, the magnitude of increased learning and the largely multimodal learning styles preferred by the study participants lead us to conclude that future content-creation efforts should focus on multimodal educational materials rather than learning style-tailored content.

Creating Quality Online Materials for Specialty Nurse Practitioner Content: Filling a Need for the Graduate Nurse Practitioner.

Nurse practitioners are entering specialized areas of practice immediately after graduation from nurse practitioner (NP) education and certification and are finding employment in specialized areas such as oncology. Rapidly achieving a knowledge base in this highly specialized area of medicine coupled with the stress of the new nurse practitioner role can lead to a very difficult orientation and transition period. There are several methods to provide specialized education to NPs during their orientation period. Unfortunately, limitations such as a lack of motivated mentors, limited opportunities to practice the desired skill set or a lack of structure in regards to curriculum quality, and the learning needs of the new nurse hinder the NP's transition to practice. In response to either inadequate or non-standardized orientation to the specialty role of the oncology NP (ONP), a web-enhanced educational tool, funded through the National Cancer Institute, was developed for use in the USA: Oncology Nurse Practitioner Web Education Resource (ONc-PoWER). The development of ONc-PoWER was based upon essential education for NPs new to cancer care, adult learning theory, Bloom's Taxonomy, and foundations of quality online education. The five interactive web-based modules provide specialized education for the nurse practitioner new to oncology along with an on-site mentor to assist the NP in applying the course content to clinical practice.

Viability of a Web-Based Module for Teaching Electrocardiogram Reading Skills to Psychiatry Residents: Learning Outcomes and Trainee Interest.

OBJECTIVE: Web-based instruction in post-graduate psychiatry training has shown comparable effectiveness to in-person instruction, but few topics have been addressed in this format. This study sought to evaluate the viability of a web-based curriculum in teaching electrocardiogram (EKG) reading skills to psychiatry residents. Interest in receiving educational materials in this format was also assessed. METHODS: A web-based curriculum of 41 slides, including eight pre-test and eight post-test questions with emphasis on cardiac complications of psychotropic medications, was made available to all psychiatry residents via email. RESULTS: Out of 57 residents, 30 initiated and 22 completed the module. Mean improvement from pre-test to post-test was 25 %, and all 22 completing participants indicated interest in future web-based instruction. CONCLUSIONS: This pilot study suggests that web-based instruction is feasible and under-utilized as a means of teaching psychiatry residents. Potential uses of web-based instruction, such as tracking learning outcomes or patient care longitudinally, are also discussed.

The flipped classroom: practices and opportunities for health sciences librarians.

The "flipped classroom" instructional model is being introduced into medical and health sciences curricula to provide greater efficiency in curriculum delivery and produce greater opportunity for in-depth class discussion and problem solving among participants. As educators employ the flipped classroom to invert curriculum delivery and enhance learning, health sciences librarians are also starting to explore the flipped classroom model for library instruction. This article discusses how academic and health sciences librarians are using the flipped classroom and suggests opportunities for this model to be further explored for library services.

The use of virtual laboratories and other web-based tools in a drug assay course.

OBJECTIVE: To determine students' perceptions of and performance in a drug assay laboratory course after the addition of Web-based multimedia tools. DESIGN: Video modules and other Web-based tools to deliver instructions and emulate the laboratory set up for experiments were implemented in 2005 to improve student preparation for laboratory sessions and eliminate the need for graduate students to present instructions live. ASSESSMENT: Data gathered from quizzes, final examinations, and post-course surveys administered over 6 years were analyzed. Students' scores on online quizzes after implementation of the virtual laboratories reflected improved student understanding and preparation. Students' perception of the course improved significantly after the introduction of the tools and the new teaching model. CONCLUSIONS: Implementation of an active-learning model in a laboratory course led to improvement in students' educational experience and satisfaction. Additional benefits included improved resource use, student exposure to a variety of educational methods, and having a highly structured laboratory format that reduced inconsistencies in delivered instructions.

Web-based instruction on substance abuse and drug diversion.

OBJECTIVES: To develop a pilot study to assess the effectiveness of a Web-based educational module on enhancing understanding of substance abuse and drug diversion, and to assess students' abilities and confidence in applying the information. DESIGN: A Web-based instructional module was presented to students enrolled in their second pre-professional year, and students were informed that it was part of a research study. Knowledge was tested using 10 pre- and post-module questions. Students were also presented with 5 survey questions assessing abilities related to the learning objectives. ASSESSMENT: The median percentage of correct responses increased from 60% (Interquartile range [IQR] 20%) for the pre-module questions to 90% (IQR = 10%) for the post-module questions. The median percent gain in knowledge was 20% (IQR = 20%) which was significant (p < 0.0001). CONCLUSIONS: Web-based instruction is an alternative method for engaging students in course content. We found that 59% of our pilot study group worked in a pharmacy. From the success of the pilot study, the module was implemented as an extra credit assignment in a required course to provide a foundation for developing professional responsibility.

Modular Digital Course in Undergraduate Neuroscience Education (MDCUNE): A Website Offering Free Digital Tools for Neuroscience Educators.

We are providing free digital resources for teaching neuroscience labs at http://mdcune.psych.ucla.edu/. These resources will ultimately include materials for teaching laboratories in electrophysiology of neuronal circuits (SWIMMY), a Neuroinformatics/Bioinformatics module, and two modules for investigating the effects of hormones on early CNS development-one focusing on the development of the song system and one focusing on sex differences in spinal cord motor neurons. All of these modules are inquiry based-students gain from genuine experiences in doing actual studies rather than just simulations. These materials should provide instructors the ability to provide good quality laboratory experiences regardless of resource limitations. Currently, modules on sex differences in the spinal cord and virtual neural circuits (SWIMMY) are available on our website. More will be available in summer 2009 and 2010. SWIMMY was demonstrated at the Faculty for Undergraduate Neuroscience (FUN) Workshop-The Undergraduate Neuroscience Education: Interactions, interdisciplines, and curricular best practices at Macalester College in July 2008.

Effectiveness of Web-Based Nutritional Education Program for Junior and Senior High School Students

The purpose of this study was to evaluate the effects of Web-based nutrition education program for junior and senior high school students. Three materials, which were printed materials on Group I, WBI (Web-Based Instruction) leaflet on Group II and the web-based nutrition education program developed in the antecedent research, were applied for 564 students in 3 junior high school and 4 senior high school in Seoul during 4 weeks. Pre-test was done from October 21 to October 26, 2002 and post-test was done from November 25 to December 13, 2002. The statistical data analysis was completed using SPSS WIN (ver. 11.0) for descriptive analysis, t-test and ANOVA. According to the evaluation of effectiveness for web-based nutrition education program, nutrition knowledge, food attitude, food habit and nutrient intake were not significantly improved but positively. And on the evaluation of effectiveness for nutrition education program by materials, WBI was more effective educational materials than WBI leaflet and printed materials. Consequently nutrition knowledge, food attitude, food habit and nutrient intake were improved positively but not significantly using WBI, which was due to the instructional period of the only 4 weeks. Therefore long-term instruction should be required for effective nutrition program, as well as more WBI nutrition education program for high school students would need to be developed in the near future in that WBI was effective material on nutrition education.

Selecting Instructional Contents for Nutritional Education Program for Junior/Senior High School Students Through Instructional Analysis and Analysis of Entry Behaviors and Learner Characteristics / 대한지역사회영양학회지

For the purpose of developing 'Web-Based Nutritional Education Program', this study did instructional analysis, analysis of entry behaviors and learner characteristics to select instructional contents for nutritional education program for junior/senior high school students. Survey questionnaires were distributed from October 21, 2002 to October 26, 2002 to a total of 564 junior/senior high school students in Seoul. The total number of questionnaires collected and used in our study was 479, which is 84.9% of the total questionnaires distributed. As a result of the curriculum analysis of 'Techonolgy-Home economics', subjects related with 'food and nutrition' in the 7th educational course study result, lessons including the contents of food and nutrition were 'nutrition and meal of adolescent' in 7th grade, 'family meal management' in 9th grade and 'practice of home life' in 10th grade. According to the curriculum analysis, 'nutrition' and 'food' were chosen for the superior subjects of nutrition education program and four subordinate subjects per superior one were developed. Then, entry behaviors and learner characteristics were analyzed: life characteristics, internet usage, anthropometrics data and nutritional knowledge. Students were interested in using computer and preferred passive activity to dynamic activity. According to the analysis of internet usage, WBI for students should composed active parts such as game, moving image, immediate reply and follow-up by e-mail, bulletin board and community activity. Students' BMI were in normal range but they were lacked nutritional knowledge. We wrote performance objectives that were specific behavior skills to be learned, the conditions under which they must be performed and the criteria for successful performance. The next step for developing the WBI nutrition education program would be based on the results mentioned above.

The Modularized Course Development of The Virtual Medical University / 한국의학교육

PURPOSE: Problem Based Learning (PBL) has been considered the innovative instructional methodology for medical education. Applying PBL to real life medical education has several difficulties, such as providing learning materials with enough depth and breadth, a shortage of space for small collaborative learning, and a shortage of PBL instructors. METHODS: The proposed system takes advantage of web-based education and structured contents development. In particular, for structured contents development, we introduce the concept of 'module', the independent and object-oriented contents unit, which can be easily reused and interchanged among the different course developments. RESULTS: Through modularized course development, lecturers are able to reduce their efforts and expenses for new curriculum development. This would be done by combining courses or developing interdisciplinary courses by reusing the existing learning modules. It supports the learner-centered, and small collaborative learning, which are main strategies of PBL by providing the functions of the various interaction facility production (BBS, discussion site, etc) in cyber space. CONCLUSION: This system provides the detailed categories for modules as a basic, learning guide, prerequisite/supplementary/elaborated learning, regular learning, experiment/practice/training, and evaluation not to lose one's bearings.

Development and Application of Web-based Nursing Informatics Education Program for Graduate Students / 대한의료정보학회지

The Purpose of this study was to obtain data needed for nursing informatics education through analysis of experiences about application of WBI Nursing Informatics Education Program for Graduate Students which was developed by software engineering and nursing educators. This study was conducted on WBI Graduate Nursing Informatics Education Program which was developed for nursing informatics course, dept. of nursing, C university. The WBI Graduate Nursing Informatics Education Program was developed and operated after taking consideration into the level of computer skills and needs about 3 credits nursing informatics course of 28 graduate nursing students. It was identified that most of graduate nursing students were satisfied with WBI Nursing Informatics Education Program, especially system features of this program that were consisted of system approach and interface design. In conclusion, it is considered that CAUNMCC-WBI System is useful teaching-learning program for graduate nursing informatics course. And also it is suggested that this WBI graduate nursing informatics course provided by interdisciplinary faculties could be a alternative for graduate nursing informatics education.

A Web-Based Performance Assessment Model for OSCE (Objective Structured Clinical Examination) / 한국의학교육

PURPOSE: OSCE, a performance assessment method using simulator and multimedia standardized patients can evaluate the student's clinical skills more effectively. It, however, lacks specific assessment criteria and methods for each station which OSCE consists of. Thus, in this research, we propose a web-based PBL (Problem Based Learning) performance assessment model which consists of the assessment criteria (Rubric) and the process for each OSCE station. METHODS: In our model, setting the assessment criteria (Rubric) makes the goal of problem- based learning clearer and the assessment procedure more objective by giving the concrete assessment measure. We decompose the PBL-based OSCE into five procedures: problem understanding, hypothesis clarification, the clarification of interaction role, the decision of performance assessment types, performance assessment testing. RESULTS: The web-based model was developed consisting of five corresponding areas: problem setting, assessment criteria (Rubric), community, performance assessment types (automatic production, template production), the performance assessment testing. CONCLUSIONS: A proposed web-based PBL model will provide the concrete guidelines for clinical skill and attitude learning by giving more objective and clarified assessment criteria and by increasing the quality of assesment through the continuous development of assessment criteria.

Setting Instructional Goals for Nutritional Education Program Through an Analysis of Problems Identified in Junior/senior High School Students / 대한지역사회영양학회지

For the purpose of developing 'Web-Based Nutritional Education Program', this study analyzed nutritional problems of junior/senior high school students and set appropriate instructional goals for nutritional education program. Survey questionnaires were distributed from October 21,2002 to October 26, 2002 to a total of 564 students at three junior high schools and five senior high schools located in Seoul. The total number of questionnaires collected and used in our study was 479, which is 84.9% of the total questionnaires distributed. According to the survey results, three student groups (male and female students at junior high schools and female students at senior high schools) had lower than an ideal body weight. In case of their Basal Metabolic Indices (BMI), the female students and junior high school students showed a tendency to be underweight, while the other three student groups were within the normal range. The result of the survey showed that all four groups of students showed a deficiency in nutrient intake of calories, calcium and thiamin when compared with Korean RDA. Particularly, in the case of the female students at senior high schools, the deficiency of iron intake was a problem. The survey about food attitudes and food habits of the students showed that the senior high school students had more problems when compared with their junior high school counterparts (p < .001). Therefore, the instructional goals of nutritional education program were set as follows: 1) To improve the level of understanding and the perception of junior and senior high school students about the importance of a dietary lifestyle. 2) To change food attitudes and nutritional knowledge related to individual dietary 1ifestyle, so as to maintain good health through the enhancement of the students' physical activities. We found out that it is critically important to factor in the existing problems of food attitudes and food habits, as well as nutrient intake among junior and senor high school students when setting objectives for nutritional education programs.

Web-Based Instruction For Public Health Officials-A Prototype Development And Preliminary Evaluation / 대한의료정보학회지

Health and Welfare Training Center of Korean National Institute of Health (KNIH) has developed various education curricula for the officials who involved in the public health or welfare sectors. Still almost all education programs are off-line based. In off-line settings, both the lecturers and the students should come to KNIH from their counties to join the education programs, and it is impossible for the students to review or to re-practice the education contents. From September to October, 2000, we conducted a basic survey to evaluate the information infrastructure, internet use and attitude to the cyber education. The 183 institutions and 548 public health officials answered our questionnaire. The informationa infrastructure of each institution was not satisfactory for distance education via world wide web. The proportion of e-mail user was only about 62% of the answered subjects. But cyber- education was highly needed in both institutions and the surveyed officials. They answered that they would actively participate in the cyber-education(97%). The officials expected that the online education would be effective to acquire information, to increase the chance for participation and to reduce the education cost. The expected barriers of the cyber-education were the overload when they should undergo simultaneously education and working, lack of proper infrastructure, disinterest of their low capability of internet use.

Web-Based Instruction For Public Health Officials-A Prototype Development And Preliminary Evaluation / 대한의료정보학회지

We developed a prototype of web-based instruction(WBI) program to provide more convenient and more effective service to the public health officials. This web-based instruction program had specific objectives on vaccination for the public health officials who were working for national immunization program. This course had 21 chapters composed of hypertext or voice-based instruction. Using the WBI courseware of Korean Officials Trainging Institution(KOTI), 32 public health official volunteers joined this prototype 2 week program in April 2001. A Auestionnaire survey for evaluation of subjective satisfaction and related factors, cyber-education behavior, and internet using behavior was performed in April, 2001. Among the answered 29 subjects, 24 were female(82.8%). Mean age was 36.6% 6.16. 79.3% of the 29 subjects connected internet in their office. The highest frequent study duration was < 1 hr(51.7%) per connection. They represented relatively high subjective satisfaction in education form(78.6%), and contents(85.7%). But 62.3% of these subjects answered the subjective relative effectiveness score(which was as 100 in case of classical lecture form) was lower than 100. The place to connect internet was only statistically significant factor between these two groups in bivariable analysis. But we could not found any significant factors in multivariate analysis. 89.7% of the subjects answered they would like to participate any more WBI courses serviced by Korean National Health Institute. This study had restriction of small sample size.

Development of the Web-Based Instruction Program for Nurses: Focused on Nursing Care after Open-Heart Surgery / 대한의료정보학회지

This study was conducted to develop a web-based instruction program for nurses caring patients with open heart surgery. Actually, the web-based instruction program was developed for the purpose of improving knowledge and problem solving skills among nurses for intensive care units. Also, I hope this program will be used as a tool of continuing education program for nurses and contributed to the building of life-time learning system focused on advanced nursing practice. Based on the Instructional Systems Development(ISD) model and the model of Web-Based Instruction(WBI) developmental process by Chang(1998), this study was conducted from May, 1998 to May, 1999 with the five steps: analysis, design, data collection and reconstruction, programming and publishing, and evaluation steps.