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Novel Diagnostic Educational Resource: Use of a web-based adaptive learning module to teach inflammatory reaction patterns in dermatopathology to medical students, residents, and fellows

BACKGROUND: Perceptual and adaptive learning modules (PALM’s) provide a large number of visual examples for evaluation and accommodate to learner performance by actively adjusting the module parameters. METHODS: We developed a module for discriminating 5 inflammatory reaction patterns using the Nove...

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Autores principales: Knapp, Calvin, Slaught, Christa, Latour, Emile, Glasser, Daniel, Reder, Nicholas, Shinohara, Michi M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9576987/
https://www.ncbi.nlm.nih.gov/pubmed/36268109
http://dx.doi.org/10.1016/j.jpi.2022.100099
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author Knapp, Calvin
Slaught, Christa
Latour, Emile
Glasser, Daniel
Reder, Nicholas
Shinohara, Michi M.
author_facet Knapp, Calvin
Slaught, Christa
Latour, Emile
Glasser, Daniel
Reder, Nicholas
Shinohara, Michi M.
author_sort Knapp, Calvin
collection PubMed
description BACKGROUND: Perceptual and adaptive learning modules (PALM’s) provide a large number of visual examples for evaluation and accommodate to learner performance by actively adjusting the module parameters. METHODS: We developed a module for discriminating 5 inflammatory reaction patterns using the Novel Diagnostic Educational Resource (NDER) platform. The module included a 20 question pre-test, a 200 question training section, and a 20 question post-test. During the pre-test and post-test, images were displayed for an indefinite period of time with no feedback given. In the training section, images were displayed for a duration inverse to learner performance, and after submitting their response learners were immediately shown the correct answer. The performance of module participants was compared to a control group who completed pre-test and post-test only. RESULTS: 26 pathology and dermatology residents completed the module and were included in analysis. Pre-test and post-test scores showed an average increase of 17.1 percentage points (95% CI 13.0 to 21.2, P < 0.001). When performance on pre-test and post-test was compared between the module and control groups, module group performance increased more than control group performance by an average of 10.1 percentage points (95% CI -2.5 to 17.8, P = 0.0119). 84% (37) of participants found the module somewhat useful or very useful and 68% (30) of participants would be pretty likely or very likely to recommend to another trainee. CONCLUSIONS: Our findings validate the use of NDER for teaching inflammatory reaction patterns. Participants generally had favorable feedback regarding the interface and teaching potential of the module. Including a late re-test as part of the module would be beneficial in further validating future iterations. Next steps include optimizing module performance and developing module content for more advanced learners.
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spelling pubmed-95769872022-10-19 Novel Diagnostic Educational Resource: Use of a web-based adaptive learning module to teach inflammatory reaction patterns in dermatopathology to medical students, residents, and fellows Knapp, Calvin Slaught, Christa Latour, Emile Glasser, Daniel Reder, Nicholas Shinohara, Michi M. J Pathol Inform Original Research Article BACKGROUND: Perceptual and adaptive learning modules (PALM’s) provide a large number of visual examples for evaluation and accommodate to learner performance by actively adjusting the module parameters. METHODS: We developed a module for discriminating 5 inflammatory reaction patterns using the Novel Diagnostic Educational Resource (NDER) platform. The module included a 20 question pre-test, a 200 question training section, and a 20 question post-test. During the pre-test and post-test, images were displayed for an indefinite period of time with no feedback given. In the training section, images were displayed for a duration inverse to learner performance, and after submitting their response learners were immediately shown the correct answer. The performance of module participants was compared to a control group who completed pre-test and post-test only. RESULTS: 26 pathology and dermatology residents completed the module and were included in analysis. Pre-test and post-test scores showed an average increase of 17.1 percentage points (95% CI 13.0 to 21.2, P < 0.001). When performance on pre-test and post-test was compared between the module and control groups, module group performance increased more than control group performance by an average of 10.1 percentage points (95% CI -2.5 to 17.8, P = 0.0119). 84% (37) of participants found the module somewhat useful or very useful and 68% (30) of participants would be pretty likely or very likely to recommend to another trainee. CONCLUSIONS: Our findings validate the use of NDER for teaching inflammatory reaction patterns. Participants generally had favorable feedback regarding the interface and teaching potential of the module. Including a late re-test as part of the module would be beneficial in further validating future iterations. Next steps include optimizing module performance and developing module content for more advanced learners. Elsevier 2022-05-21 /pmc/articles/PMC9576987/ /pubmed/36268109 http://dx.doi.org/10.1016/j.jpi.2022.100099 Text en © 2022 Published by Elsevier Inc. on behalf of Association for Pathology Informatics. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Original Research Article
Knapp, Calvin
Slaught, Christa
Latour, Emile
Glasser, Daniel
Reder, Nicholas
Shinohara, Michi M.
Novel Diagnostic Educational Resource: Use of a web-based adaptive learning module to teach inflammatory reaction patterns in dermatopathology to medical students, residents, and fellows
title Novel Diagnostic Educational Resource: Use of a web-based adaptive learning module to teach inflammatory reaction patterns in dermatopathology to medical students, residents, and fellows
title_full Novel Diagnostic Educational Resource: Use of a web-based adaptive learning module to teach inflammatory reaction patterns in dermatopathology to medical students, residents, and fellows
title_fullStr Novel Diagnostic Educational Resource: Use of a web-based adaptive learning module to teach inflammatory reaction patterns in dermatopathology to medical students, residents, and fellows
title_full_unstemmed Novel Diagnostic Educational Resource: Use of a web-based adaptive learning module to teach inflammatory reaction patterns in dermatopathology to medical students, residents, and fellows
title_short Novel Diagnostic Educational Resource: Use of a web-based adaptive learning module to teach inflammatory reaction patterns in dermatopathology to medical students, residents, and fellows
title_sort novel diagnostic educational resource: use of a web-based adaptive learning module to teach inflammatory reaction patterns in dermatopathology to medical students, residents, and fellows
topic Original Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9576987/
https://www.ncbi.nlm.nih.gov/pubmed/36268109
http://dx.doi.org/10.1016/j.jpi.2022.100099
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