E-Learning Optimization: The Relative and Combined Effects of Mental Practice and Modeling on Enhanced Podcast-Based Learning--A Randomized Controlled Trial

Autor/inn/en	Alam, Fahad; Boet, Sylvain; Piquette, Dominique; Lai, Anita; Perkes, Christopher P.; LeBlanc, Vicki R.
Titel	E-Learning Optimization: The Relative and Combined Effects of Mental Practice and Modeling on Enhanced Podcast-Based Learning--A Randomized Controlled Trial
Quelle	In: Advances in Health Sciences Education, 21 (2016) 4, S.789-802 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-016-9666-9
Schlagwörter	Electronic Learning; Handheld Devices; Audio Equipment; Instructional Design; Medical Education; Medical Students; Modeling (Psychology); Instructional Effectiveness; Retention (Psychology); Multiple Choice Tests; Randomized Controlled Trials; Rating Scales; Simulation; Comparative Analysis; Check Lists; Skill Development + Suchen Sie Ihr Suchwort? Audio-CD; Lesson concept; Lessonplan; Unterrichtsentwurf; Medizinische Ausbildung; Modeling; Modelling; Modellierung; Unterrichtserfolg; Merkfähigkeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Rating-Skala; Simulation program; Simulationsprogramm; Checkliste; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Enhanced podcasts increase learning, but evidence is lacking on how they should be designed to optimize their effectiveness. This study assessed the impact two learning instructional design methods (mental practice and modeling), either on their own or in combination, for teaching complex cognitive medical content when incorporated into enhanced podcasts. Sixty-three medical students were randomised to one of four versions of an airway management enhanced podcast: (1) control: narrated presentation; (2) modeling: narration with video demonstration of skills; (3) mental practice: narrated presentation with guided mental practice; (4) combined: modeling and mental practice. One week later, students managed a manikin-based simulated airway crisis. Knowledge acquisition was assessed by baseline and retention multiple-choice quizzes. Two blinded raters assessed all videos obtained from simulated crises to measure the students' skills using a key-elements scale, critical error checklist, and the Ottawa global rating scale (GRS). Baseline knowledge was not different between all four groups (p = 0.65). One week later, knowledge retention was significantly higher for (1) both the mental practice and modeling group than the control group (p = 0.01; p = 0.01, respectively) and (2) the combined mental practice and modeling group compared to all other groups (all ps = 0.01). Regarding skills acquisition, the control group significantly under-performed in comparison to all other groups on the key-events scale (all ps = 0.05), the critical error checklist (all ps = 0.05), and the Ottawa GRS (all ps = 0.05). The combination of mental practice and modeling led to greater improvement on the key events checklist (p = 0.01) compared to either strategy alone. However, the combination of the two strategies did not result in any further learning gains on the two other measures of clinical performance (all ps > 0.05). The effectiveness of enhanced podcasts for knowledge retention and clinical skill acquisition is increased with either mental practice or modeling. The combination of mental practice and modeling had synergistic effects on knowledge retention, but conveyed less clear advantages in its application through clinical skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01