Web-based Educational Materials Research Articles

Creation and validation of web-based food allergy audiovisual educational materials for caregivers

Studies reveal deficits in caregivers' ability to prevent and treat food-allergic reactions with epinephrine and a consumer preference for validated educational materials in audiovisual formats. This study was designed to create brief, validated educational videos on food allergen avoidance and emergency management of anaphylaxis for caregivers of children with food allergy. The study used a stepwise iterative process including creation of a needs assessment survey consisting of 25 queries administered to caregivers and food allergy experts to identify curriculum content. Preliminary videos were drafted, reviewed, and revised based on knowledge and satisfaction surveys given to another cohort of caregivers and health care professionals. The final materials were tested for validation of their educational impact and user satisfaction using pre- and postknowledge tests and satisfaction surveys administered to a convenience sample of 50 caretakers who had not participated in the development stages. The needs assessment identified topics of importance including treatment of allergic reactions and food allergen avoidance. Caregivers in the final validation included mothers (76%), fathers (22%), and other caregivers (2%). Race/ethnicity were white (66%), black (12%), Asian (12%), Hispanic (8%), and other (2%). Knowledge tests (maximum score = 18) increased from a mean score of 12.4 preprogram to 16.7 postprogram (p < 0.0001). On a 7-point Likert scale, all satisfaction categories remained above a favorable mean score of 6, indicating participants were overall very satisfied, learned a lot, and found the materials to be informative, straightforward, helpful, and interesting. This web-based audiovisual curriculum on food allergy improved knowledge scores and was well received.

Readability and Suitability Assessment of Patient Education Materials in Rheumatic Diseases

Web-based patient education materials and printed pamphlets are frequently used by providers to inform patients about their rheumatic disease. Little attention has been given to the readability and appropriateness of patient materials. The objective of this study was to examine the readability and suitability of commonly used patient education materials for osteoarthritis (OA), rheumatoid arthritis, systemic lupus erythematosus, and vasculitis. Five or 6 popular patient resources for each disease were chosen for evaluation. Readability was measured using the Flesch-Kincaid reading grade level and suitability was determined by the Suitability Assessment of Materials (SAM), a score that considers characteristics such as content, graphics, layout/topography, and cultural appropriateness. Three different reviewers rated the SAM score and means were used in the analysis. Twenty-three resources written on the 4 diseases were evaluated. The education material for all 4 diseases studied had readability above the eighth-grade level and readability did not differ among the diseases. Only 5 of the 23 resources received superior suitability scores, and 3 of these 5 resources were written for OA. All 4 diseases received adequate suitability scores, with OA having the highest mean suitability score. Most patient education materials for rheumatic diseases are written at readability levels above the recommended sixth-grade reading level and have only adequate suitability. Developing more appropriate educational resources for patients with rheumatic diseases may improve patient comprehension.

Engaging First Nation and Inuit communities in asthma management and control: Assessing cultural appropriateness of educational resources

Asthma is a growing concern in First Nations and Inuit communities. As with many health indicators and outcomes, Aboriginal peoples living in remote areas experience greater disparities in respiratory health compared with non-Aboriginal Canadians. Therefore, it is critically important to take into account their unique needs when developing asthma educational materials and resources. The purpose of this study is to assess the cultural relevance of existing asthma education materials for First Nations and Inuit peoples. Five First Nations and Inuit communities from across Canada participated in the project. A combination of quantitative evaluations (eg surveys) and qualitative approaches (eg open discussion, live chats) were used to assess printed and web-based asthma education materials. Participants represented First Nations and Inuit communities from across Canada and were selected on the basis of age and role: 6 to 12 years old (children), 12 and over (youth), parents and grandparents, community leaders and teachers, and community advisory group members. In general, the results showed that although participants of all age categories liked the selection of asthma educational materials and resources, they identified pictures and images related to First Nations and Inuit people living and coping with asthma as ways of improving cultural relevance. This reinforces findings that tailoring materials to include Aboriginal languages, ceremonies and traditions would enhance their uptake. Our findings also demonstrate that visually based content in both printed and virtual form were the preferred style of learning of all participants, except young children who preferred to learn through play and interactive activities. Asthma is a growing concern in First Nations and Inuit communities. Given this concern, it is essential to understand cultural needs and preferences when developing asthma education materials and resources. The findings from this research emphasize the need to adapt existing asthma educational materials to better suit First Nations and Inuit cultures and the importance of directly engaging community members in the process.

Creation and Validation of Web-Based Audiovisual Educational Materials for Caregivers of Children with Food Allergy

Creation and Validation of Web-Based Audiovisual Educational Materials for Caregivers of Children with Food Allergy

教科学習における食に関する指導のWeb教材の開発と評価

【目的】教科学習における食に関する指導の進め方について解説したWeb教材「先生のための食育教室」を開発し，その利用可能性を検討した。【方法】大阪府下の小学校でチームティーチング形式により実施された教科学習における食に関する指導について解説したWeb教材を開発し，教諭・栄養教諭および栄養教諭免許取得をめざす学生の視聴により評価を試みた。評価アンケートは，①画面レイアウト，操作性等の技術面，②学習意欲を高めるためのARCSモデルによる注意，関連性，自信，満足感の4項目，③教材としての有用性の側面についてたずねた。併せて自由記述による意見を求めた。【結果】教諭19人，栄養教諭12人，学生84人がアンケートに回答した。技術面およびARCSモデルの4項目に関する問いに，教諭・栄養教諭および学生は，それぞれ80％以上が肯定的に回答した。教材の有用性に関して「教科学習における食に関する指導を実施するために役立つ」という問いに教諭・栄養教諭の77.4％が「そう思う」と回答した。「教科学習における食に関する指導の進め方について知ることができた」という問いに学生の96.4％が肯定的に評価した。他方，自由記述による意見からスライド送りやナレーションの速さ等の改善点が挙げられた。【結論】評価結果から当教材は，教諭・栄養教諭ならびに栄養教諭をめざす学生向けの教材として利用可能であることが示唆された。

Guidelines for Developing Web-based Educational Materials

Guidelines for Developing Web-based Educational Materials

Evaluation of the Quality and Contents of Obesity Patient Education on Internet

Objective : To evaluate web-based patient education material for HSWG criteria and core education concepts. Design : Evaluation of the web sites which contain information relating to Setting : Listing of web-sites was obtained from 14 search engines with the help of Copernic agent professional version 6.21. The search for websites was undertaken using the keyword obesity. Participants: Out of 162 web-sites retrieved from meta search engine, 54 sites themselves provide patient information and so considered for evaluation. Intervention(s) : Data obtained was analyzed by cluster analysis and classified into four categories with respect to quality. Main Outcome Measure(s) : Twelve core educational specific for patient education were developed and the websites were evaluated for compliance. The quality of all the websites providing patient information for were evaluated based on the extent of their adherence to Health Summit Working Group (HSWG) criteria. On the basis of the sum of scores obtained from obesity core educational concepts and HSWG criteria, websites were graded as excellent, medium, good and average. Results : Considerable variability in quality of patient education web-sites was found with respect to core educational and HSWG criteria. Spearman correlation analysis showed significant correlation (P=0.016) at 0.05 level, between total scores of core educational concept and HSWG criteria. Conclusions : Inclusion of stress management, role of family support, enhancement in customized content like chat rooms, discussion forums, customized alerts and easier feedback mechanisms will be a significant development in the direction of patient centred care.

Pilot Evaluation of an Internet Educational Module for Agricultural Safety

An important component of the safe operation of agricultural equipment is the ability to read and understand universal symbols. The Internet educational module is designed to help participants recognize these symbols. The impact of using it was evaluated using a field trial study. Assessment consisted of pre- and post-tests. Youth who had access to it averaged an improvement 29 points higher on the post-test than that of the control group. Overall, the Internet learning environment increased participants' ability to recognize universal symbols faster and more accurately. The study serves as a model for supplementing Extension programming with Web-based educational material.

Orthodox Ashkenazi Young Adults’ Knowledge, Experiences, Attitudes, and Beliefs About Genetic Carrier Testing

Background: The Orthodox Ashkenazi Jewish community promotes carrier testing of young adults prior to dating in order to prevent the birth of children affected with genetic diseases. It is unclear how much this young consumer group understands about carrier testing and the testing options available to them, particularly around the inclusion or exclusion of Gaucher disease carrier screening on testing panels. Additionally, little is known about their attitudes toward the use of reproductive technologies to avoid having affected children. Methods: We conducted eight focus groups with 49 Orthodox Ashkenazi young adults. Participants were assigned to groups based on gender and whether or not they had received carrier testing. Audiotapes were transcribed and transcripts analyzed for themes.Results: Most participants expressed trust in Dor Yeshorim's anonymous testing process, but many were unaware of other testing options. Most women were tested through Dor Yeshorim at their Jewish high schools between the ages of 17 and 18 years. Men were tested either through Dor Yeshorim or a university-based laboratory after high school, usually while they attended yeshiva. Those who had not yet been tested either had not been presented with the opportunity or planned to wait until they were in a serious relationship. The untested were less likely to participate in arranged marriages, more likely to want to know their test results, and more open to using reproductive technology. Participants had mixed attitudes about whether Gaucher disease ought to be on the Dor Yeshorim Jewish panel. In vitro fertilization (IVF) with preimplantation genetic diagnosis (PGD) was the only assisted reproductive technology acceptable to most participants.Conclusions: There is an opportunity to educate Orthodox Ashkenazi young adults about their testing options, about the pros and cons of testing for Gaucher disease, and about the reproductive options for couples who are both carriers of the same genetic disease. Rabbis may be uniquely situated to provide referrals to culturally sensitive genetic counselors and web-based educational materials.

PS3-30: The Group Health Plain Language Network: A System-wide Initiative to Improve Communication from the Ground Up

Background/Aims: Limited health literacy negatively impacts health care costs, quality, and outcomes. Complex language and other communication barriers prevent 93 million U.S. adults from finding, understanding, and acting on essential health information—leading to medication and treatment errors, failure to seek preventive care or manage chronic illness effectively, increased use of emergency rooms for primary care, and higher health care costs. The Group Health Plain Language Network is a staff-driven initiative to reduce these barriers by establishing a standard of clear communication with patients throughout the system. Methods: The Group Health Plain Language Network was founded in 2007 by a small group of multidisciplinary staff interested in system-level communication improvements to advance health literacy. The Network’s overarching strategy is promotion of plain language—a concise, patient-centered communication style that achieves clarity through common vocabulary and straightforward organization. Network leaders set annual goals tied to organizational priorities and emerging health literacy innovations. We also meet at least quarterly to monitor projects carried out by subgroups of the now 30+-member coalition. Results: Network membership tripled in just two years, thanks to successful engagement of dozens of individuals and departments in a leadership-endorsed plain language initiative. Primary outcomes include: creating a plain language charter and securing executive-level buy-in; developing an online plain language toolkit for all staff; providing plain language training for subgroups of staff; revising dozens of print and Web-based health education materials; and partnering with the Group Health legal department to revise consent templates for medical procedures—many of which went from >15th-grade reading level to <7th grade. Formal evaluation of improvements to consent templates is planned for 2010. Conclusions: The Network’s many accomplishments have occurred without allocating additional resources—demonstrating that system-level communication improvements are possible even when resources are scarce. We attribute the Network’s early success to our focus on a solution-oriented approach that facilitates wide-ranging buy-in: plain language clearly aligns with other organizational goals, cuts across system silos, and engages staff who may not otherwise feel connected to or see the impact of low health literacy. We hope our experience can serve as a helpful example for other health systems striving to advance health literacy through improved communication.

웹 기반 조리실습 교육자료 개발 연구

This study describes the beginning and further development of a collection web-based materials for an efficient approach to culinary practice education. A database was created using a five-step process of analysis, design, development, operation and evaluation. The menu for the web-based culinary practice educational materials included cooking basics, the real status of cooking, cooking related knowledge, performance evaluation, a data room and a bulletin board. As at 30 July, 2010, the datadase of educational materials, contained a total of 571 items. These comprised 139 cooking pictures, 33 recipes, 22 cooking videos, 74 cooking animations, 57 collections of basic knowledge, 14 evaluation reports, 21 supplementary textbooks, and 211 sets of other related information. The webbased materials are adequate for culinary education purposes, and their use is expected to be very highly valued.

Beyond Reading Level: A Systematic Review of the Suitability of Cancer Education Print and Web-based Materials

Consideration of categories related to reading comprehension--beyond reading level--is imperative to reach low literacy populations effectively. "Suitability" has been proposed as a term to encompass six categories of such factors: content, literacy demand graphics, layout/typography, learning stimulation, and cultural appropriateness. Our purpose was to describe instruments used to evaluate categories of suitability in cancer education materials in published reports and their findings. We searched databases and reference lists for evaluations of print and Web-based cancer education materials to identify and describe measures of these categories. Studies had to evaluate reading level and at least one category of suitability. Eleven studies met our criteria. Seven studies reported inter-rater reliability. Cultural appropriateness was most often assessed; four instruments assessed only surface aspects of cultural appropriateness. Only two of seven instruments used, the suitability assessment of materials (SAM) and the comprehensibility assessment of materials (SAM + CAM), were described as having any evidence of validity. Studies using Simplified Measure of Goobledygook (SMOG) and Fry reported higher average reading level scores than those using Flesh-Kincaid. Most materials failed criteria for reading level and cultural appropriateness. We recommend more emphasis on the categories of suitability for those developing cancer education materials and more study of these categories and reliability and validity testing of instruments.

All I Really Needed to Know I Learned during Gastrulation

Note from the Editor Points of View (POV) address issues faced by many people within the life science education community. CBE—Life Sciences Education (CBE-LSE) publishes the POV Feature to present two or more opinions published side-by-side on a common topic. We consider POVs to be “Op-Ed” pieces designed to stimulate thought and dialogue on significant educational issues. They are not meant to be exhaustive treatments of a subject. In this issue, we ask the question, “What are key concepts in developmental biology?” We present three POVs. The first is by CBE-LSE Editor-in-Chief, William Wood, and it is in part based on his experience teaching developmental biology to undergraduates at the University of Colorado, Boulder, including his collaborative experiments in the classroom with Jennifer Knight, the first results of which have been published in CBE-LSE ( Knight and Wood, 2005 ). The second, a partially tongue-in-cheek list of key concepts to convey to students about embryonic development, is by Scott Gilbert (Swarthmore College), author of the leading textbook worldwide for teaching developmental biology, Developmental Biology, 8th ed. (Sinauer Associates, Inc.). The third is by Jeff Hardin (University of Wisconsin–Madison), who has produced Web-based educational materials for teaching developmental biology that are used nationally and internationally for conveying dynamic events during early development (see the WWW feature in this issue by Stark for more details), and who deals with the vexing problem of trying to convey the essential four-dimensional nature of embryonic development to introductory students. This list of key principles in animal development was presented as “life lessons” at the Society for Developmental Biology national meeting in 2005, and it has been edited somewhat for inclusion here. For the video presentation, visit http://sdbonline.org/fly/gilbert/gilbert01.htm .

The Missing Dimension in Developmental Biology Education

Note from the Editor Points of View (POV) address issues faced by many people within the life science education community. CBE—Life Sciences Education (CBE-LSE) publishes the POV Feature to present two or more opinions published side-by-side on a common topic. We consider POVs to be “Op-Ed” pieces designed to stimulate thought and dialogue on significant educational issues. They are not meant to be exhaustive treatments of a subject. In this issue, we ask the question, “What are key concepts in developmental biology?” We present three POVs. The first is by CBE-LSE Editor-in-Chief, William Wood, and it is in part based on his experience teaching developmental biology to undergraduates at the University of Colorado, Boulder, including his collaborative experiments in the classroom with Jennifer Knight, the first results of which have been published in CBE-LSE ( Knight and Wood, 2005 ). The second, a partially tongue-in-cheek list of key concepts to convey to students about embryonic development, is by Scott Gilbert (Swarthmore College), author of the leading textbook worldwide for teaching developmental biology, Developmental Biology, 8th ed. (Sinauer Associates, Inc.). The third is by Jeff Hardin (University of Wisconsin–Madison), who has produced Web-based educational materials for teaching developmental biology that are used nationally and internationally for conveying dynamic events during early development (see the WWW feature in this issue by Stark for more details), and who deals with the vexing problem of trying to convey the essential four-dimensional nature of embryonic development to introductory students.

Teaching Concepts Versus Facts in Developmental Biology

Note from the Editor Points of View (POV) address issues faced by many people within the life science education community. CBE—Life Sciences Education (CBE-LSE) publishes the POV Feature to present two or more opinions published side-by-side on a common topic. We consider POVs to be “Op-Ed” pieces designed to stimulate thought and dialogue on significant educational issues. They are not meant to be exhaustive treatments of a subject. In this issue, we ask the question, “What are key concepts in developmental biology?” We present three POVs. The first is by CBE-LSE Editor-in-Chief, William Wood, and it is in part based on his experience teaching developmental biology to undergraduates at the University of Colorado, Boulder, including his collaborative experiments in the classroom with Jennifer Knight, the first results of which have been published in CBE-LSE ( Knight and Wood, 2005 ). The second, a partially tongue-in-cheek list of key concepts to convey to students about embryonic development, is by Scott Gilbert (Swarthmore College), author of the leading textbook worldwide for teaching developmental biology, Developmental Biology, 8th ed. (Sinauer Associates, Inc.). The third is by Jeff Hardin (University of Wisconsin–Madison), who has produced Web-based educational materials for teaching developmental biology that are used nationally and internationally for conveying dynamic events during early development (see the WWW feature in this issue by Stark for more details), and who deals with the vexing problem of trying to convey the essential four-dimensional nature of embryonic development to introductory students.

The BPS Diploma in Advanced Pharmacology: a new training opportunity (BPS Dip Pharmacol)

British Journal of Pharmacology (2007) 150, 129. doi:10.1038/sj.bjp.0707112

Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies

To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses.

Invited commentary

These authors [1Friedl R. Höppler H. Ecard K. et al.Multimedia-driven teaching significantly improves students′ performance during heart operations when compared with a print medium a prospective, randomized trial.Ann Thorac Surg. 2006; 81: 1760-1766Abstract Full Text Full Text PDF PubMed Scopus (44) Google Scholar] report the results of a prospective trial randomizing learners into two groups based on the content and delivery method of clinically relevant information regarding aortic valve surgery. By studying didactic and skills-based learning outcomes, they demonstrate superiority of the electronic media delivery of the study materials [1Friedl R. Höppler H. Ecard K. et al.Multimedia-driven teaching significantly improves students′ performance during heart operations when compared with a print medium a prospective, randomized trial.Ann Thorac Surg. 2006; 81: 1760-1766Abstract Full Text Full Text PDF PubMed Scopus (44) Google Scholar]. This study is of importance to thoracic surgeons for several reasons. It clearly recognizes the differences in adult learning styles and defines a methodology to deliver “just in time learning” that seems to be superior to classroom or textbook based traditional delivery methods. The use of just-in-time learning is widely accepted in many educational domains and will clearly have an increasing role in surgical education. In addition, the authors thoughtfully constructed a prospective, randomized trial, not of pharmaceuticals or of devices, but in comparing educational strategies. This was done in a scientific manner with well-defined outcomes and meticulous study methodology. The use of this type of approach to study the application of novel educational techniques is critical to our understanding of adult learning needs in surgical students and surgical providers alike. These findings are also highly relevant to the thoracic surgery resident education programs and are consistent with the multiple studies previously undertaken and reported by the Thoracic Surgery Director’s Association in this journal and elsewhere [2Gold J.P. Begg W.B. Fullerton D.A. Mathisen D.J. Orringer M.B. Verrier E.D. Evaluation of web-based learning tools lessons learned from the Thoracic Surgery Directors Association curriculum project three-year experience.Ann Thorac Surg. 2005; 80: 802-810Abstract Full Text Full Text PDF PubMed Scopus (17) Google Scholar, 3Gold J.P. Begg W.B. Fullerton D. et al.Successful implementation of a novel internet hybrid surgery curriculum the early phase outcome of thoracic surgery prerequisite curriculum e-learning project.Ann Surg. 2004; 40: 499-510Crossref Scopus (49) Google Scholar, 4Gold J.P. Verrier E.A. Olinger G.N. Orringer M.B. Development of a CD-ROM internet hybrid a new thoracic surgery curriculum.Ann Thorac Surg. 2002; 74: 1741-1746Abstract Full Text Full Text PDF PubMed Scopus (14) Google Scholar]. Furthermore, this study continues to establish the leadership of thoracic surgery education in defining the roles for web-based educational curricula material. The interface between traditional methods of education and the use of expensive and alluring high technology methods is not well defined, particularly in post-graduate surgical education. Our ability to continue to deliver high-quality and technically sound educational programs to our residents and lifelong learners lies at the very core of the future of our specialty.

Teaching Surgical Decision-Making: An Interactive, Web-Based Approach

Skillful surgical care demands proper patient assessment and decision-making. These skills are honed through long hours and years of clinical practice. A decrease in work hours is reducing the number of cases managed by medical students and residents. We have developed a set of interactive, web-based teaching modules to help fill this gap. The modules aim to teach surgical decision-making in a convenient, nonthreatening manner. Surgical case material is presented in a graphically rich environment, including video and sound to enhance realism. At the end of each web-page, the user must make a management decision. The correct answer is subsequently provided with immediate feedback. Medical students used and evaluated the modules during their surgical clerkships. Additionally, students took a pretest and 1-week delayed posttest after completing the modules to assess the program's efficacy. Eight modules involving pediatric and general surgery have been completed. Medical students gave high ratings to the quality of the modules and found the interactive format both engaging and educationally effective. Eighty-seven percent of medical students rated the program's educational value as above average to excellent. On pre- and posttest analysis, students' scores improved an average of 24.8% (P < 0.001). Students enjoy web-based educational material. Additional modules covering a range of surgical topics are in development. Web-based modules appear to be an effective clinical teaching tool, well-suited for integration into the clinical curriculum.

Evaluation of Web-Based Osteoporosis Educational Materials

Many women are unaware of risk factors for and consequences of osteoporosis. Hence, patient education is an essential step in preventing and managing osteoporosis. Unfortunately, numerous studies have demonstrated a mismatch between the reading difficulty of typical patient education materials and the reading ability of many American adults. We examined the readability and quality of web-based information on osteoporosis using the Suitability Assessment of Materials (SAM) and DISCERN instruments. The three most widely used Internet search engines, Google, Yahoo, and MSN, were selected based on popularity according to Nielsen/Net Ratings. The search term osteoporosis was entered to generate the first 30 websites listed by each of the three search engines. Several websites appeared on all three search engines; we identified 27 unique websites. Overall, 51.9% of materials were rated by the SAM as not suitable. Most materials scored poorly for their reading level (82.6% were rated not suitable), with an average reading level at grade 11.5 +/- 2.8. The mean DISCERN score for overall description of treatment options was 35.7 +/- 18.0, indicating inadequate quality. Most materials had low quality in a number of indicators, including accuracy and biased presentation of information. Web-based osteoporosis information is written above the reading ability of most American adults, and much of it lacks adequate quality.