Improving Procedural Skills Acquisition of Students during Medical Device Training: Experiments on E-Learning vs. E-Learning with Hands-On

Autor/inn/en	Grundgeiger, Tobias; Ertle, Franz; Diethei, Daniel; Mengelkamp, Christoph; Held, Volker
Titel	Improving Procedural Skills Acquisition of Students during Medical Device Training: Experiments on E-Learning vs. E-Learning with Hands-On
Quelle	In: Advances in Health Sciences Education, 28 (2023) 1, S.127-146 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grundgeiger, Tobias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-022-10148-0
Schlagwörter	Equipment; Medicine; Training; Electronic Learning; Blended Learning; Skill Development; Experiential Learning; Knowledge Level; Self Efficacy; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Medizin; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01