Traditional Instructor-led Training Research Articles

Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course

BackgroundOpportunities to practice procedural skills in the clinical learning environment are decreasing, and faculty time to coach skills is limited, even in simulation-based training. Self-directed learning with hands-on practice early in a procedural skill course might help maximize the benefit of later faculty coaching and clinical experience. However, it may also lead to well-learned errors if learners lack critical guidance. The present study sought to investigate the effects of a hands-on, self-directed “study hall” for central line insertion among first-year residents.MethodsLearner cohorts before vs. after introduction of the study hall (n = 49) were compared on their pre- and post-test performance of key procedural behaviors that were comparable across cohorts, with all learners receiving traditional instructor-led training between tests.ResultsStudy hall participants spent a median of 116 min in hands-on practice (range 57–175). They scored higher at pre-test (44% vs. 27%, p = .00; Cohen’s d = 0.95) and at post-test (80% vs. 72%, p = .02; Cohen’s d = 0.69). A dose–response relationship was found, such that 2 h of study hall were roughly equivalent to the performance improvement seen with four clinical observations or supervised insertions of central lines.ConclusionsSelf-directed, hands-on “study hall” supported improved procedural skill learning in the context of limited faculty availability. Potential additional benefits make the approach worth further experimentation and evaluation.

BENEFITS AND DISBENEFITS OF ONLINE TEACHING DURING THE PANDEMIC: STUDENTS’ LEARNING EXPERIENCE

Background: Virtual teaching approach includes combination of e-learning technology with traditional instructor-led training as online classes. The study explores the benefits, dis-benefits of online teaching for medical and dental undergraduate students and assesses how to overcome the challenges to online medical education during the pandemic. Methods: It was a cross-sectional study. The sample size was 150 including 100 MBBS and 50 BDS students of Jinnah Medical and Dental College, Karachi. The participants were enrolled in study through convenience sampling technique. Through a questionnaire-based survey conducted in the year 2021 benefits, dis-benefits of virtual teaching and learning of pharmacology as well as the difficulties faced by the participants, were assessed. The questionnaire was developed and pilot testing was done on 20 medical students. The data was analysed using Chi-square test. Results: The overall results of this study were not up to the mark and dis-benefits experienced by the participants in this study were high. This study also highlights certain issues including technical issues of internet interruptions/ bandwidth (92%), disturbances during the online sessions (79%), missing the interactive dialogues with lecturers (75%), missing end of session revision (67%), quality issues of recorded lectures (66%), short duration of online sessions (44%). Conclusion: The online teaching during COVID-19 pandemic lockdowns had been effective in filling-in the gaps. It also highlights the areas that need to be addressed to overcome the shortcomings in order to further improve the benefits and effectiveness of online learning. Pak J Physiol 2023;19(1):33–6

Self-learning training versus instructor-led training for basic life support: A cluster randomised trial

AimTo compare the effectiveness of two basic life support (BLS) training interventions. MethodsThis experimental trial enrolled 1301 lay people in BLS training. The participants were cluster randomised to either self-learning training or to traditional instructor-led training. Both groups used the Mini-Anne Kit (Laerdal Medical, Stavanger, Norway) and standardised film instructions. After training, the participants practical skills were measured on a Resusci Anne manikin and an AED trainer with the PC SkillReporting system (Laerdal Medical, Stavanger, Norway). The primary outcome was the total score from the modified Cardiff Test of basic life support with automated external defibrillation (19–70 points), six months after training. The secondary outcomes were total score directly after training and quality of individual variables, self-assessed knowledge, confidence and willingness to act, directly and six months after training. ResultsFor primary outcome six months after training there was no statistically significant difference (p = 0.44) between the total score for the self-learning group (n = 670; median 59, IQR 55–62) compared with the instructor-led group (n = 561; median 59, IQR 55–63). The instructor-led training resulted in a statistically significant higher total score (median 61 versus 59, p < 0.0001), self-assessed knowledge and willingness to act, directly after training (secondary outcomes) compared with the self-learning training. ConclusionsThere was no statistically significant difference in practical skills or willingness to act when comparing self-learning training with instructor-led training six months after training in BLS. However, directly after the intervention, practical skills were better when the training was led by an instructor.

Peripheral venous catheter insertion simulation training: A randomized controlled trial comparing performance after instructor-led teaching versus peer-assisted learning

IntroductionPeripheral venous catheter insertion is a procedural skill that every medical student should master. Training is often limited to a small number of students and is poorly evaluated. The objective of this study was to evaluate the performance of peer-assisted learning in comparison to instructor-led teaching for peripheral venous catheter insertion training. MethodsStudents were randomized to the control group attending a traditional instructor-led training session (slideshow and demonstration by an anesthetist instructor, followed by training on a procedural simulator) or to the test group attending a peer-assisted training session (slideshow and demonstration video-recorded by the same instructor, followed by training on a procedural simulator). The primary endpoint was the performance of peripheral venous catheter insertion, assessed on procedural simulator one week later by blinded experts using a standardized 20-item grid. Students self-evaluated their confidence levels using a numeric 10-point scale. ResultsEighty-six students were included, 73 of whom attended the assessment session. The median performance score was 12/20 [8–15] in the instructor-led teaching group versus 13/20 [11–15] in the peer-assisted learning group (P=0.430). Confidence levels improved significantly after the assessment session and were significantly higher in the peer-assisted learning group (7.6/10 [7.0–8.0] versus 7.0/10 [5.0–8.0], P=0.026). ConclusionPeer-assisted learning is effective for peripheral venous catheter insertion training and can be as effective as instructor-led teaching. Given the large number of students to train, this finding is important for optimizing the cost-effectiveness of peripheral venous catheter insertion training.

Print to Digital: A Study of Students’ Psychosomatic Cost in Traditional and E-Learning

The information age is characterized by the instant access to knowledge that empowers one to compete, grow and succeed. Traditional instructor-led training based on text book learning is a vast and colossal system to gain knowledge. Nevertheless, transition from traditional to e-learning system allows for transformation in educational paradigms and behavior, thus creating a new culture regarding learning and the implementation of technological evolution in education. A survey was carried out among hundred undergraduates, postgraduates and research scholars of Indian Universities to assess the impact of transition from traditional to e-learning on their psychosomatic behavior and reasons thereof. This included the psychological challenges, i.e. stress, nervousness and anxiety, in the students because of the inadequate facilities and infrastructure, apprehensions to adopt a new system, lack of computer literacy and faith on the technology, and any other cause. It was also evaluated whether the students were able to cope up with psychological challenges after imparting training and familiarization with e-learning. Based on the survey the best and most sound method of learning in Indian context was explored.

Interactive distance learning for orthodontic residents: Utilization and acceptability

Sharing resources through distance education has been proposed as 1 way to deal with a lack of full-time faculty in orthodontic residency programs. To keep distance education for orthodontic residents as cost-effective as possible while retaining interaction, we developed a "blended" interactive distance learning approach that combines observation of Web-based seminars with live postseminar discussions. For the 2009-2010 academic year, a grant from the American Association of Orthodontists opened access to the blended learning experience to all orthodontic programs in the United States and Canada. The specific aims of this project were to (1) measure programmatic interest in using blended distance learning, (2) determine resident and faculty interest, (3) determine the seminars' perceived usefulness, and (4) elicit feedback regarding future use. Participants in this project were expected to (1) read all assigned articles before viewing a recorded seminar, (2) watch a 1 to 1.5 hour recording of an actual interactive seminar on a Web site, and (3) participate in a 30-minute follow-up discussion immediately after watching the recorded seminar either with a faculty member at the participating institution or via a videoconference with the leader of the Web-based seminar. The residents and faculty then completed surveys about the experience. Half (52%) of the 63 orthodontic programs in the United States fully participated in this project. The blended approach to distance learning was judged to be effective and enjoyable; faculty members were somewhat more enthusiastic about the experience than were residents. Most residents were not adequately prepared for the seminars (only 14% read all preparatory articles in depth); this impacted their perception of the effectiveness and enjoyability of the experience (P = 0.0016). Prepared residents reported a greater ability to learn from the seminars (P = 0.0035) than those who did not read, and also indicated that they were more likely to use the seminars again (P = 0.0018). Despite feedback regarding the need for technologic improvements of the recorded seminars, such as better editing, more frequent slides, quicker pace, and improved sound quality, most residents and faculty agreed that they would like to use this approach to distance learning again. Blended distance learning is an acceptable method of instruction that allows residents to access various experts, supplement traditional instructor-led training, and ease the strain of current faculty shortages. The content of the recorded seminars needs to remain evidence-based, and some technologic aspects of the recordings should be improved.

Blended Learning – the way forward for veterinary nursing?

ABSTRACT:Distance learning, and in particular blended learning (BL) courses, are becoming an increasingly popular mode of delivery within the higher education (HE) sector. In certain disciplines, including veterinary nursing, the faculty centred paradigm is being moved away from being lecture-centred and the students are being taught critical analytical skills, where they are the focal point within the learning environment.The term blended learning has recently become a 21st century ‘buzz phrase’ and the impact of this is that it has been ‘unpicked’ by both academia and industry and hence has taken on many meanings and definitions. According to Bersin (2004) the term blended means that traditional instructor-led training is being supplemented with other formats and, in this case, they are always in the electronic form.1This interpretation insinuates that, although there will always be a role for the lecturer or tutor to deliver learning in the classroom, the prediction appears to be that BL is the next st...

Sexual Harassment Training: Person versus Machine

Computer-based training is rapidly being implemented in organizations. Many advantages of this approach have been suggested (e.g., self-paced instruction, uniform content, and long-run cost efficiency) along with several potential disadvantages (e.g., noncompletion rates, computer availability). Despite the purported advantages of computer-based training, little research has examined the effect of computer-based training on learning. This field study systematically compared computer-based sexual harassment training with traditional instructor-led training. Overall, the results suggested that having a training course on sexual harassment, regardless of method of training, increased learning among the university employees who participated in these sessions. Reactions to both types of training were positive.

The Impact of E-Learning on Medical Education in Russia

New educational technologies prove to be capable of solving many problems in medical training. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency. Still, their use in medical schools is being hampered by certain factors. This survey is a look at how it is possible to effectively use e-learning in medical education and what steps need to be made in that direction.

Comparison of instructor-led automated external defibrillation training and three alternative DVD-based training methods

Background Self-directed BLS-training, using a personal training manikin with video has been shown to be as effective as instructor-led training. This has not previously been investigated for AED-training. Materials and methods This prospective, randomized study with a non-inferiority design compared traditional instructor-led training with three DVD-based AED-training methods (2.5 min DVD without practice; 4.5 min DVD with manikin practice; 9 min DVD with manikin practice and scenario training). After DVD BLS-training, 396 participants were assigned to one of the four AED-training methods by randomization stratified for age. Participants were tested immediately after the training (post-test) and 2 months later (retention-test) using modified Cardiff criteria. The primary endpoint was the percentage of providers scoring 70% or higher on testing. The secondary endpoints were the mean scores and differences per item per age group. Results Comparison non-inferiority could not be accepted for the post-test or retention-test. Relative risk (RR) and 95% confidence interval (CI) of passing for DVD without practice, with manikin practice and with manikin practice and scenario training compared to instructor-led training were 0.36 (0.25–0.53), 0.35 (0.24–0.51), 0.55 (0.38–0.79), respectively for the post-test, and 0.82 (0.68–0.97), 0.82 (0.68–0.97), and 0.84 (0.70–1.00), respectively for the retention-test. The performance of participants in all DVD-based training groups was significantly higher on the retention-test than on the post-test. Those receiving scenario training scored higher on the post-test compared to the other DVD-training groups ( p < 0.001). Conclusions DVD-based AED-training without scenario is not recommended. Scenario training is a useful addition, but instructor-facilitated training remains the best method.

Satisfaction with web-based training in an integrated healthcare delivery network: do age, education, computer skills and attitudes matter?

BackgroundHealthcare institutions spend enormous time and effort to train their workforce. Web-based training can potentially streamline this process. However the deployment of web-based training in a large-scale setting with a diverse healthcare workforce has not been evaluated. The aim of this study was to evaluate the satisfaction of healthcare professionals with web-based training and to determine the predictors of such satisfaction including age, education status and computer proficiency.MethodsObservational, cross-sectional survey of healthcare professionals from six hospital systems in an integrated delivery network. We measured overall satisfaction to web-based training and response to survey items measuring Website Usability, Course Usefulness, Instructional Design Effectiveness, Computer Proficiency and Self-learning Attitude.ResultsA total of 17,891 healthcare professionals completed the web-based training on HIPAA Privacy Rule; and of these, 13,537 completed the survey (response rate 75.6%). Overall course satisfaction was good (median, 4; scale, 1 to 5) with more than 75% of the respondents satisfied with the training (rating 4 or 5) and 65% preferring web-based training over traditional instructor-led training (rating 4 or 5). Multivariable ordinal regression revealed 3 key predictors of satisfaction with web-based training: Instructional Design Effectiveness, Website Usability and Course Usefulness. Demographic predictors such as gender, age and education did not have an effect on satisfaction.ConclusionThe study shows that web-based training when tailored to learners' background, is perceived as a satisfactory mode of learning by an interdisciplinary group of healthcare professionals, irrespective of age, education level or prior computer experience. Future studies should aim to measure the long-term outcomes of web-based training.

E-learning as new method of medical education.

CONFLICT OF INTEREST: NONE DECLAREDDistance learning refers to use of technologies based on health care delivered on distance and covers areas such as electronic health, tele-health (e-health), telematics, telemedicine, tele-education, etc. For the need of e-health, telemedicine, tele-education and distance learning there are various technologies and communication systems from standard telephone lines to the system of transmission digitalized signals with modem, optical fiber, satellite links, wireless technologies, etc. Tele-education represents health education on distance, using Information Communication Technologies (ICT), as well as continuous education of a health system beneficiaries and use of electronic libraries, data bases or electronic data with data bases of knowledge. Distance learning (E-learning) as a part of tele-education has gained popularity in the past decade; however, its use is highly variable among medical schools and appears to be more common in basic medical science courses than in clinical education. Distance learning does not preclude traditional learning processes; frequently it is used in conjunction with in-person classroom or professional training procedures and practices. Tele-education has mostly been used in biomedical education as a blended learning method, which combines tele-education technology with traditional instructor-led training, where, for example, a lecture or demonstration is supplemented by an online tutorial. Distance learning is used for self-education, tests, services and for examinations in medicine i.e. in terms of self-education and individual examination services. The possibility of working in the exercise mode with image files and questions is an attractive way of self education. Automated tracking and reporting of learners’ activities lessen faculty administrative burden. Moreover, e-learning can be designed to include outcomes assessment to determine whether learning has occurred. This review article evaluates the current status and level of tele-education development in Bosnia and Herzegovina outlining its components, faculty development needs for implementation and the possibility of its integration as official learning standard in biomedical curricula in Bosnia and Herzegovina. Tele-education refers to the use of information and communication technologies (ICT) to enhance knowledge and performance. Tele-education in biomedical education is widely accepted in the medical education community where it is mostly integrated into biomedical curricula forming part of a blended learning strategy. There are many biomedical digital repositories of e-learning materials worldwide, some peer reviewed, where instructors or developers can submit materials for widespread use. First pilot project with the aim to introduce tele-education in biomedical curricula in Bosnia and Herzegovina was initiated by Department for Medical Informatics at Medical Faculty in Sarajevo in 2002 and has been developing since. Faculty member’s skills in creating tele-education differ from those needed for traditional teaching and faculty rewards must recognize this difference and reward the effort. Tele-education and use of computers will have an impact of future medical practice in a life long learning. Bologna process, which started last years in European countries, provide us to promote and introduce modern educational methods of education at biomedical faculties in Bosnia and Herzegovina. Cathedra of Medical informatics and Cathedra of Family medicine at Medical Faculty of University of Sarajevo started to use Web based education as common way of teaching of medical students. Satisfaction with this method of education within the students is good, but not yet suitable for most of medical disciplines at biomedical faculties in Bosnia and Herzegovina.

The Impact of E-Learning in Medical Education

The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.

Web-Based Training for EMT Continuing Education

Objective. New Internet technologies offer the opportunity to delivery quality instruction to emergency medical technicians (EMTs) in a cost-effective manner. The purpose of this study was to determine whether web-based continuing education (CE) could be developed at a low cost andprovide a high level of satisfaction andacceptance among EMTs. Methods. EMTs completed web-based CE modules in place of traditional instructor-led instruction. The EMTs in the study completed a questionnaire that assessed acceptance andsatisfaction. Expenses for producing anddelivering web-based instruction anddelivering instructor-led instruction were tracked for all aspects of the project. Results. Seventy-four percent of the EMTs strongly preferred the web-based modules over instructor-led modules. Other survey items indicated a high level of acceptance of the format (87%). The web-based modules in this study were produced anddelivered at a cost of $3 per EMT/module, which is less than the costs of traditional instructor-led training, ranging from $21 to $82 per EMT/module. Conclusion. Although not a replacement for all instructor-led training, web-based training can be a cost-effective andacceptable alternative for achieving instructional objectives within the cognitive domain. It offers other benefits such as improved administration of training records andconsistent delivery of content.

Corporate software training: is Web-based training as effective as instructor-led training?

Web-based training has been both acclaimed as a self-paced, consistent, stand-alone alternative to traditional instructor-led training and disparaged for its high development costs and dearth of qualified trainers. Critics especially question its effectiveness. This case study tests the effectiveness of a stand-alone Web-based training program and compares the results to that of an identical instructor-led course. The course provides highly task-oriented instruction for a computer software package and was developed using a proven instructional design methodology. The data from this study show that Web-based training is as effective as instructor-led training for stand-alone software application training in a corporation.

USING COMPUTERS TO DELIVER TRAINING: WHICH EMPLOYEES LEARN AND WHY?

Compared to traditional instructor‐led training, computer‐delivered training typically offers learners more control over their instruction. In learner‐controlled environments, learner choices regarding practice level, time on task, and attention are expected to be critical determinants of training effectiveness. To examine the effect of learner choices in computer‐based training, a study was conducted with 78 employees taking an Intranet‐delivered training course. Learner choices were assessed and predicted with goal orientation (mastery and performance) and learning self‐efficacy, as well as age, education, and computer experience. Results indicate considerable variability among trainees in practice level and time on task, which both predict knowledge gain. Performance orientation interacted with learning self‐efficacy to determine practice level, and mastery orientation had an unexpected negative effect. Implications for the use of computers to deliver training and for future research are discussed.

Automated external defibrillators: skill maintenance using computer-assisted learning.

To determine whether computer-assisted learning (CAL) can maintain the automated external defibrillation (AED) skills of emergency medical technicians (EMTs). The authors conducted a 1-year prospective comparison of an AED-skill training software program, running on desktop computers, with traditional instructor-led training. The subjects were experienced EMT-Ds (EMT-defibrillation), already trained in automated defibrillation (n = 105) employed as full-time professional EMT-D/firefighters. Two of the 3 groups (groups A and C) in the study were assigned to use the CAL program for 6 months. The third group (group B) remained on the normal, instructor-led training regimen. Pre- and poststudy skill levels were measured using a skills performance test. A secular trend of improved mean treatment scores was observed across all 3 groups [mean rise of 0.49 point (p = 0.01), repeated-measures analysis of variance]. There were no differences between training groups in the increase in performance scores (p = 0.3). The 1-time cost of supplying the CAL program to the 105 EMT-Ds was $1,575, significantly less than the $3,240-per-year cost associated with instructor-led training. The authors observed satisfactory AED skill maintenance for experienced EMT-Ds using CAL to replace 2 of 4 quarterly instructor-led skills reviews. CAL has cost and convenience advantages over instructor-based skill maintenance and is an acceptable alternative.