Computer-assisted Learning Group Research Articles

Effect of computer-assisted-learning and simulation clinics on dental students' cognitive and performance skills: panoramic image errors related to patient's head position.

To assess dental students' ability to recognize head positioning errors in panoramic (PAN) images after individual learning via computer-assisted-learning (CAL) and in a simulation clinic (SIM). Both cognitive skills and performance in patient examination were assessed. 60 students (mean age 23.25 years) participated in lectures on the relation between PAN-image errors and patient's head position. Immediately after they took a test, based on which they were randomized to three groups: control (CON) group, CAL group, and SIM group (both CAL and training in a simulation clinic with a phantom). 4-5 weeks after intervention/no intervention, all students individually examined a patient with PAN-exposure. A blinded rater, not knowing group allocation, supervised patient exposure and assessed student's performance (correct/incorrect head position in three planes). 1-2 weeks after, the students scored positioning errors in 40 PAN-images. Differences in cognitive test scores between groups were evaluated by ANOVA and in patient examination by χ2 tests, and within-group differences by sign-tests. No statistically significant difference in cognitive test scores was seen between the SIM and CAL group, while the CON group scored lower (p < 0.003). In all groups, several students positioned the patient incorrectly in the Frankfort horizontal plane. All students performed well in the sagittal plane. Students in SIM group positioned the patient more correctly in the coronal plane. Training with CAL increased students' cognitive skills compared with a control group. Simulated patient exposure with a phantom increased to some extent their performance skills in examination of patients.

Computer-Assisted Learning vs. Small Group Tutorials in Periodontal Charting: A Randomized Controlled Trial in a Malaysian Dental School

Introduction: Dental education, like most fields of healthcare education, embraces all three domains of learning − cognitive, psychomotor and affective. The aim of this study was to determine whether computer-assisted learning (CAL) can replace face-to-face teaching with reference to acquiring theoretical as well as practical skills in periodontal charting in dentistry. Material and Methods: A total of 70 year 4 dental students were randomly assigned to CAL and Small Group Tutorial (SGT) groups. Following the sessions, they underwent theoretical knowledge as well as practical skills evaluation tests. Pre- and post-tests Confidence Log Questionnaires (CLQ) were completed by the students. Results: CAL and SGT were equally effective from the theoretical knowledge aspect. SGT group did better in some aspects of practical skills acquisition. Conclusion: There was no statistical difference in the theoretical knowledge acquired by the different methods, whereas small group teaching was more effective in gaining certain psychomotor skills in periodontal charting, leading us to conclude that face-to-face teaching seems to be having an upper hand when it comes to teaching periodontal charting.

Computer assisted learning versus conventional teaching: a questionnaire based study

Background: Animal experiments have ethical concerns thus practical sessions mean demonstration classes. Incorporation of novel teaching methods in pharmacology is the need of the hour when there is extensive use of computers among students. The present study was conducted to analyse and compare the knowledge gained by students through traditional demonstration lectures versus Computer assisted learning (CAL) sessions.Methods: This study was done on 112 second professional MBBS students after taking informed consent. They were divided in 2 groups viz. CAL group and Traditional teaching group and were taught experimental pharmacology topics using different teaching methods. The performance of the students in the two groups was then compared based on questionnaire. Student’s perception on use of CAL was also assessed.Results: A statistically significant difference in performance was seen among the students in the traditional teaching group and CAL group. In CAL group, the average scores for the Rabbit’s eye, Dog’s blood pressure, Animals used in Experimental Pharmacology and Screening methods sessions were 9.07, 8.3 and 3.8 respectively while in traditional teaching group the scores were 8.4, 7.8 and 3.4 respectively. Similarly, in frog’s heart session, CAL group scored higher (7.14) than traditional group (6.79). 76.8% students strongly agreed that CAL sessions were useful and 100% students strongly agreed that traditional lectures are difficult to retain.Conclusions: The study concludes that CAL is a promising teaching option when compared to traditional demonstration lectures for undergraduate practical pharmacology classes.

Effectiveness of computer-assisted learning in biology teaching in primary schools in Serbia

The paper analyzes the comparative effectiveness of Computer-Assisted Learning (CAL) and the traditional teaching method in biology on primary school pupils. A stratified random sample consisted of 214 pupils from two primary schools in Novi Sad. The pupils in the experimental group learned the biology content (Chordate) using CAL, whereas the pupils in the control group learned the same content using traditional teaching. The research design was the pretest-posttest equivalent groups design. All instruments (the pretest, the posttest and the retest) contained the questions belonging to three different cognitive domains: knowing, applying, and reasoning. Arithmetic mean, standard deviation, and standard error were analyzed using the software package SPSS 14.0, and t-test was used in order to establish the difference between the same statistical indicators. The analysis of results of the post?test and the retest showed that the pupils from the CAL group achieved significantly higher quantity and quality of knowledge in all three cognitive domains than the pupils from the traditional group. The results accomplished by the pupils from the CAL group suggest that individual CAL should be more present in biology teaching in primary schools, with the aim of raising the quality of biology education in pupils.

Comparison of a Computer Assisted Learning Program to Standard Education Tools in Hospitalized Heart Failure Patients

Education, coaching and guidance of patients are important components of heart failure management. The aim of this study was to compare a computer assisted learning (CAL) program with standard education (brochures and oral information from nurses) on knowledge and self-care in hospitalized heart failure patients. Satisfaction with the CAL program was also assessed in the intervention group. A quasi-experimental design was used, with a convenience sample of in-hospital heart failure patients. Knowledge and self-care were measured using the Dutch Heart Failure Knowledge Scale and the European Heart Failure Self-care Behaviour Scale at hospital admission, at discharge and after a 3-month follow-up. Satisfaction with the CAL program was assessed at hospital discharge using a satisfaction questionnaire. Within and between groups, changes in knowledge and self-care over time were tested using a mixed regression model. Of 65 heart failure patients screened, 37 were included in the study: 21 in the CAL group and 16 in the usual care group. No significant differences in knowledge (p=0.65) or self-care (p=0.40) could be found between groups. However, both variables improved significantly over time in each study group (p<0.0001). Both educational strategies increased knowledge and improved self-care. The design did not allow isolation of the effects of standard education usual care from CAL. Economic and clinical outcomes of both methods should be evaluated in further research.

Comparison of traditional and interactive teaching methods in a UK emergency department

Didactic teaching remains a core component of undergraduate education, but developing computer assisted learning (CAL) packages may provide useful alternatives. We compared the effectiveness of interactive multimedia-based tutorials with traditional, lecture-based models for teaching arterial blood gas interpretation to fourth year medical students. Participants were randomized to complete a tutorial in either lecture or multimedia format containing identical content. Upon completion, students answered five multiple choice questions assessing post-tutorial knowledge, and provided feedback on their allocated learning method. Marks revealed no significant difference between either group. All lecture candidates rated their teaching as good, compared with 89% of the CAL group. All CAL users found multiple choice questions assessment useful, compared with 83% of lecture participants. Both groups highlighted the importance of interaction. CAL complements other teaching methods, but should be seen as an adjunct to, rather than a replacement for, traditional methods, thus offering students a blended learning environment.

FP9 Gender is not a Determinant of Heart Failure Self-Care

s of the 9th Annual Spring Meeting on Cardiovascular Nursing / European Journal of Cardiovascular Nursing 8 (2009) S1–S52 S15 obtained through medical record review. Knowledge, self-care and satisfaction were measured by means of the Dutch Heart Failure Knowledge Scale, the European Heart Failure Self-care Behaviour Scale and a self administered satisfaction questionnaire. Respectively knowledge and self-care were assessed at hospital admission, at discharge and after 3 months follow-up. Satisfaction about the computer assisted learning program was measured at hospital discharge by a self administrated questionnaire. The evolution of knowledge and self-care over time within groups was evaluated. The evolution of knowledge and self-care between groups was compared using a mixed regression model. Results: 37 of the 65 screened heart failure patients were included in the study; 21 patients in the computer assisted learning group and 16 in the usual care group received a brochure. Over time, knowledge and self-care improved significantly within groups (p<0.0001). There was no significant difference in knowledge (p=0.65) and self-care (p=0.24) between groups. Conclusion: In this study we were not able to find a significant difference in knowledge and self-care between two education strategies. The improved knowledge and self-care in the IG could be a consequence of the brochure and possibly not because of computer assisted learning. Further research is needed

Evaluating Computer-Assisted Learning for Common Pediatric Emergency Procedures

To develop a computer-assisted learning (CAL) model and evaluate its effectiveness in improving medical trainees' knowledge of pediatric emergency procedures. Three common pediatric emergency procedures were selected: laceration repair, splinting of fractures, and lumbar puncture. Web-based computerized tutorials were developed using digital images, short video clips, and instructional text. The tutorials focused on indications/contraindications of procedure, steps of the procedure, and materials needed. A 20-item multiple-choice examination was developed to test content covered in the tutorials. Twenty-three, third- and fourth-year medical students were randomly assigned to the CAL group or the nonintervention group. The 20-item multiple-choice examination was given to the trainee either before or after completion of the tutorials, based on group assignment. Both groups completed demographic information forms. The 13 students in the intervention group had a significantly higher average examination score, 16.3 (81.5%) (SD, 2.68), compared with the average score of the nonintervention group, 10.9 (54.5%) (SD, 1.37) (Wilcoxon test P = 0.00001). There was no significant difference between the 2 groups. The CAL model improves students' knowledge of emergency procedures. This model can be used as an adjuvant to traditional teaching of emergency procedures. Strategies for their optimal use need to be explored and evaluated.

A comparison of CAL with a conventional method of delivery of cell biology to undergraduate nursing students using an experimental design

This paper describes the development and evaluation of a series of computer assisted learning (CAL) packages on cell biology produced for an undergraduate nursing course. The CAL packages were based on the material originally delivered in Kindermann's slide practical classes. The decision to convert this teaching material into CAL packages was taken for a number of reasons, but mainly in response to student evaluations and lack of equipment and staff resources needed to adequately deliver the sessions. Student feedback showed that CAL was preferred to the slide classes. Two studies were carried out to compare the CAL method of delivery with the conventional method using an experimental design. Students taught using CAL felt more confident that they would be able to use the material they had learnt if required as a basis for future work. The distributions rating 'how necessary was the contribution of a teacher in the session' were skewed towards the 'essential' end of the scale for the slide group but towards the 'unnecessary' end for the CAL group. Learning effectiveness was not compromised by the introduction of CAL, even though this meant that no lecturer was on hand to deal with questions.

Computer-assisted Learning versus a Lecture and Feedback Seminar for Teaching a Basic Surgical Technical Skill

Background: Rapid improvements in computer technology allow us to consider the use of computer-assisted learning (CAL) for teaching technical skills in surgical training. The objective of this study was to compare in a prospective, randomized fashion, CAL with a lecture and feedback seminar (LFS) for the purpose of teaching a basic surgical skill. Methods: Freshman medical students were randomly assigned to spend 1 hour in either a CAL or LFS session. Both sessions were designed to teach them to tie a two-handed square knot. Students in both groups were given knot tying boards and those in the CAL group were asked to interact with the CAL program. Students in the LFS group were given a slide presentation and were given individualized feedback as they practiced this skill. At the end of the session the students were videotaped tying two complete knots. The tapes were independently analyzed, in a blinded fashion, by three surgeons. The total time for the task was recorded, the knots were evaluated for squareness, and each subject was scored for the quality of performance. Results: Data from 82 subjects were available for the final analysis. Comparison of the two groups demonstrated no significant difference between the proportion of subjects who were able to tie a square knot. There was no difference between the average time required to perform the task. The CAL group had significantly lower quality of performance (t = 5.37, P <0.0001). Conclusions: CAL and LFS were equally effective in conveying the cognitive information associated with this skill. However, the significantly lower performance score demonstrates that the students in the CAL group did not attain a proficiency in this skill equal to the students in the LFS group. Comments by the students suggest that the lack of feedback in this model of CAL was the significant difference between these two educational methods.

Effect sizes associated with micro-prolog-based computer-assisted learning

This study of the efficacy of computer-assisted learning (CAL) is distinctive in that (1) the innovation in CAL made use of micro-PROLOG, (2) traditional achievement and attitude outcomes were complemented by measures of classroom psychosocial environment, and (3) the sample was drawn from the unique educational milieu provided by Singaporean schools. In contrast to past research, the use of micro-PROLOG-based CAL in this study led to massive impact in terms of achievement [effect size of 3.5 SD (standard deviations)], attitudes (1.4 SD) and classroom environment (ranging from 0.1 to 1.9 SD). Students in the CAL group had higher achievement and attitude scores, and they perceived their classroom environments more favourably in terms of greater gender equity, investigation, innovation and resource adequacy.

An evaluation of computer assisted learning in geography in Singapore

&lt;span&gt;Six computer assisted learning (CAL) modules in geography were developed by the investigators and evaluated in the unique milieu of Singapore schools in terms of impact on achievement, attitudes and classroom psychosocial environment. A sample of 671 students from the second year of high school were assigned randomly to either a CAL or control group. In contrast to past research, effect sizes were relatively large and ranged from 1.0 to 3.5 standard deviations. Compared with control students, CAL students had higher achievement and attitude scores and perceived their classes as having greater gender equity, investigation, innovation and resource adequacy.&lt;/span&gt;

Non-verbal communication: evaluation of a computer-assisted learning package

A computer-assisted learning (CAL) package was developed on non-verbal communication. Its effectiveness was evaluated by comparing learning based on use of the package with that based on a didactic lecture covering the same topic. A class of 151 first-year medical students was divided into two groups, balanced for gender and home/overseas students. One group was asked to use the CAL package, the other group attended the lecture. Knowledge was assessed one week later by a written test, and reactions to using the CAL package were obtained via a questionnaire. Each group was then allowed and encouraged to use the other resource and then asked about their preferences for type of resource at the end of term. Mean score on the knowledge test was reliably better in the CAL group. In addition, scores increased as the time spent using the CAL package increased: this relationship was highly significant. Use of the CAL package varied from 15 to 120 minutes (median 45). Users reported that it was easy to operate, was an adequate or good resource for learning about the subject, and was a good or reasonable use of their time. After using both types of learning resource half the students judged the CAL package more useful for learning about the subject, and half preferred it to the lecture (the other half had the opposite judgement and preference). This study provides evidence that a CAL package can effectively substitute for traditional didactic teaching in a medical school. Good quality CAL, however, requires substantial resources and high calibre staff to develop and maintain it.

Cataloguing CAL courseware: An exposé

The CAL group at the University of Nijmegen (KUN), a section of the Institute for R&D in Higher Education (IOWO), serves the entire university in matters dealing with computer-assisted learning (CAL). During the past few years the availability and quality of ready-made instructional materials (herein referred to as courseware or CW) has risen sharply, and the CAL group has assisted faculty members in locating usable programs. We may be experiencing a campus courseware revolution, as mentioned in Turner[1] and Leiblum[2]. There is an enormous demand for off-the-shelf CW but frequently teachers and training managers do not know where to search but even more commonly, after finding a source of materials and ordering, they are disappointed with the purchased product. The problems lay not only in the quality of the courseware, but also in the way they are catalogued or advertised, which can lead to much confusion and discontent. The issue of poor quality CW need not be discussed here; we are all familiar with the refrains. This article deals with the issues of proper and improper cataloguing techniques, false or misleading advertising, and the general difficulty of locating potentially usable materials. It also describes an Annotated Catalogue of English Language CAL Courseware Catalogues produced by the author.