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Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on
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 co...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9992047/ https://www.ncbi.nlm.nih.gov/pubmed/36068368 http://dx.doi.org/10.1007/s10459-022-10148-0 |
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author | Grundgeiger, Tobias Ertle, Franz Diethei, Daniel Mengelkamp, Christoph Held, Volker |
author_facet | Grundgeiger, Tobias Ertle, Franz Diethei, Daniel Mengelkamp, Christoph Held, Volker |
author_sort | Grundgeiger, Tobias |
collection | PubMed |
description | 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-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. |
format | Online Article Text |
id | pubmed-9992047 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-99920472023-03-09 Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on Grundgeiger, Tobias Ertle, Franz Diethei, Daniel Mengelkamp, Christoph Held, Volker Adv Health Sci Educ Theory Pract Article 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-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. Springer Netherlands 2022-08-07 2023 /pmc/articles/PMC9992047/ /pubmed/36068368 http://dx.doi.org/10.1007/s10459-022-10148-0 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Article Grundgeiger, Tobias Ertle, Franz Diethei, Daniel Mengelkamp, Christoph Held, Volker Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on |
title | Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on |
title_full | Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on |
title_fullStr | Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on |
title_full_unstemmed | Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on |
title_short | Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on |
title_sort | improving procedural skills acquisition of students during medical device training: experiments on e-learning vs. e-learning with hands-on |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9992047/ https://www.ncbi.nlm.nih.gov/pubmed/36068368 http://dx.doi.org/10.1007/s10459-022-10148-0 |
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