The Experts below are selected from a list of 318 Experts worldwide ranked by ideXlab platform
Carol M. Mangione - One of the best experts on this subject based on the ideXlab platform.
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Knowledge Retention after an Online Tutorial: A Randomized Educational Experiment among Resident Physicians
Journal of general internal medicine, 2008Co-Authors: Douglas S. Bell, Charles E. Harless, Jerilyn Higa, Elizabeth Ligon Bjork, Robert A. Bjork, Mohsen Bazargan, Carol M. MangioneAbstract:BACKGROUND The time course of physicians’ knowledge retention after learning activities has not been well characterized. Understanding the time course of retention is critical to optimizing the reinforcement of knowledge.
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learning and retention from an Online Tutorial among resident physicians
American Medical Informatics Association Annual Symposium, 2007Co-Authors: Douglas S. Bell, Jerilyn Higa, Carol M. MangioneAbstract:We randomized 91 residents who completed an Online diabetes Tutorial to take a post-test after 0, 1, 3, 8, 21, or 55 days. 87 subjects provided complete follow-up data (96%). Knowledge scores were 2.5 standard deviations above baseline for those tested immediately; gains were half as great after 8 days; no retention remained at 55 days. In linear regression modeling, critical appraisal skills and time spent on the interactive Tutorial correlated with greater learning.
Gary Pan - One of the best experts on this subject based on the ideXlab platform.
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using an Online Tutorial to teach rea data modeling in accounting information systems courses
Ais Educator Journal, 2017Co-Authors: Poh Sun Seow, Gary PanAbstract:ABSTRACT Online learning has been gaining widespread adoption due to its success in enhancing student-learning outcomes and improving student academic performance. This paper describes an Online Tutorial to teach resource-event-agent (REA) data modeling in an undergraduate accounting information systems course. The REA Online Tutorial reflects a self-study application designed to help students improve their understanding of the REA data model. As such, the Tutorial acts as a supplement to lectures by reinforcing the concepts and incorporating practices to assess student understanding. Instructors can access the REA Online Tutorial at http://smu.sg/rea. An independent survey by the University's Centre for Teaching Excellence found a significant increase in students' perceived knowledge of REA data modeling after using the REA Online Tutorial compared to their knowledge prior to using the Tutorial. Students also rated their overall satisfaction with and the effectiveness of the REA Online Tutorial as high.
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using an Online Tutorial to teach rea data modeling in accounting information systems courses
Social Science Research Network, 2016Co-Authors: Poh Sun Seow, Gary PanAbstract:Online learning has been gaining widespread adoption due to its success in enhancing student-learning outcomes and improving student t academic performance. This paper describes an Online Tutorial to teach resource-event-agent (REA) data modeling in an undergraduate accounting information systems course. The REA Online Tutorial reflects a self-study application designed to help students improve their understanding of the REA data model. As such, the Tutorial acts as a supplement to lectures by reinforcing the concepts and incorporating practices to assess student understanding. Instructors can access the REA Online. An independent survey by the University’s Centre for Teaching Excellence found a significant increase in students’ perceived knowledge of REA data modeling after using the REA Online Tutorial compared to their knowledge prior to using the Tutorial. Students also rated their overall satisfaction with and the effectiveness of the REA Online Tutorial as high.
Glen Bandiera - One of the best experts on this subject based on the ideXlab platform.
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defining the learning curve of point of care ultrasound for confirming endotracheal tube placement by emergency physicians
Critical Ultrasound Journal, 2015Co-Authors: Jordan Chenkin, Colin J L Mccartney, Tomislav Jelic, Michael Romano, Claire Heslop, Glen BandieraAbstract:Unrecognized esophageal intubations are associated with significant patient morbidity and mortality. No single confirmatory device has been shown to be 100 % accurate at ruling out esophageal intubations in the emergency department. Recent studies have demonstrated that point-of-care ultrasound (POCUS) may be a useful adjunct for confirming endotracheal tube placement; however, the amount of practice required to become proficient at this technique is unclear. The purpose of this study is to determine the amount of practice required by emergency physicians to become proficient at interpreting ultrasound video clips of esophageal and endotracheal intubations. Emergency physicians and emergency medicine residents completed a baseline interpretation test followed by a 10 min Online Tutorial. They then interpreted POCUS clips of esophageal and endotracheal intubations in a randomly selected order. If an incorrect response was provided, the participant completed another practice session with feedback. This process continued until they correctly interpreted ten consecutive ultrasound clips. Descriptive statistics were used to summarize the data. Of the 87 eligible physicians, 66 (75.9 %) completed the study. The mean score on the baseline test was 42.9 % (SD 32.7 %). After the Tutorial, 90.9 % (60/66) of the participants achieved proficiency after one practice attempt and 100 % achieved proficiency after two practice attempts. Six intubation ultrasound clips were misinterpreted, for a total error rate of 0.9 % (6/684). Overall, the participants had a sensitivity of 98.3 % (95 % CI 96.3–99.4 %) and specificity of 100 % (95 % CI 98.9–100 %) for detecting correct tube location. Scans were interpreted within an average of 4 s (SD 2.9 s) of the intubation. After a brief Online Tutorial and only two practice attempts, emergency physicians were able to quickly and accurately interpret ultrasound intubation clips of esophageal and endotracheal intubations.
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procedures can be learned on the web a randomized study of ultrasound guided vascular access training
Academic Emergency Medicine, 2008Co-Authors: Jordan Chenkin, Shirley Lee, Thien J Huynh, Glen BandieraAbstract:Abstract Objectives: Web-based learning has several potential advantages over lectures, such as anytime–any-where access, rich multimedia, and nOnlinear navigation. While known to be an effective method forlearning facts, few studies have examined the effectiveness of Web-based formats for learning proce-dural skills. The authors sought to determine whether a Web-based Tutorial is at least as effective as adidactic lecture for learning ultrasound-guided vascular access (UGVA).Methods: Participating staff emergency physicians (EPs) and junior emergency medicine (EM) residentswith no UGVA experience completed a precourse test and were randomized to either a Web-based or adidactic group. The Web-based group was instructed to use an Online Tutorial and the didactic groupattended a lecture. Participants then practiced on simulators and live models without any further instruc-tion. Following a rest period, participants completed a four-station objective structured clinical examina-tion (OSCE), a written examination, and a postcourse questionnaire. Examination results were comparedusing a noninferiority data analysis with a 10% margin of difference.Results: Twenty-one residents and EPs participated in the study. There were no significant differencesin mean OSCE scores (absolute difference = )2.8%; 95% confidence interval [CI] = )9.3% to 3.8%) orwritten test scores (absolute difference = )1.4%; 95% CI = )7.8% to 5.0%) between the Web group andthe didactic group. Both groups demonstrated similar improvements in written test scores (26.1% vs.25.8%; p = 0.95). Ninety-one percent (10⁄11) of the Web group and 80% (8⁄10) of the didactic group par-ticipants found the teaching format to be effective (p = 0.59).Conclusions: Our Web-based Tutorial was at least as effective as a traditional didactic lecture for teach-ing the knowledge and skills essential for UGVA. Participants expressed high satisfaction with thisteaching technology. Web-based teaching may be a useful alternative to didactic teaching for learningprocedural skills.ACADEMIC EMERGENCY MEDICINE 2008; 15:949–954 a 2008 by the Society for Academic EmergencyMedicineKeywords: ultrasonography, computer-assisted instruction, central venous catheterization,psychomotor performance
Douglas S. Bell - One of the best experts on this subject based on the ideXlab platform.
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Knowledge Retention after an Online Tutorial: A Randomized Educational Experiment among Resident Physicians
Journal of general internal medicine, 2008Co-Authors: Douglas S. Bell, Charles E. Harless, Jerilyn Higa, Elizabeth Ligon Bjork, Robert A. Bjork, Mohsen Bazargan, Carol M. MangioneAbstract:BACKGROUND The time course of physicians’ knowledge retention after learning activities has not been well characterized. Understanding the time course of retention is critical to optimizing the reinforcement of knowledge.
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learning and retention from an Online Tutorial among resident physicians
American Medical Informatics Association Annual Symposium, 2007Co-Authors: Douglas S. Bell, Jerilyn Higa, Carol M. MangioneAbstract:We randomized 91 residents who completed an Online diabetes Tutorial to take a post-test after 0, 1, 3, 8, 21, or 55 days. 87 subjects provided complete follow-up data (96%). Knowledge scores were 2.5 standard deviations above baseline for those tested immediately; gains were half as great after 8 days; no retention remained at 55 days. In linear regression modeling, critical appraisal skills and time spent on the interactive Tutorial correlated with greater learning.
Poh Sun Seow - One of the best experts on this subject based on the ideXlab platform.
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using an Online Tutorial to teach rea data modeling in accounting information systems courses
Ais Educator Journal, 2017Co-Authors: Poh Sun Seow, Gary PanAbstract:ABSTRACT Online learning has been gaining widespread adoption due to its success in enhancing student-learning outcomes and improving student academic performance. This paper describes an Online Tutorial to teach resource-event-agent (REA) data modeling in an undergraduate accounting information systems course. The REA Online Tutorial reflects a self-study application designed to help students improve their understanding of the REA data model. As such, the Tutorial acts as a supplement to lectures by reinforcing the concepts and incorporating practices to assess student understanding. Instructors can access the REA Online Tutorial at http://smu.sg/rea. An independent survey by the University's Centre for Teaching Excellence found a significant increase in students' perceived knowledge of REA data modeling after using the REA Online Tutorial compared to their knowledge prior to using the Tutorial. Students also rated their overall satisfaction with and the effectiveness of the REA Online Tutorial as high.
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using an Online Tutorial to teach rea data modeling in accounting information systems courses
Social Science Research Network, 2016Co-Authors: Poh Sun Seow, Gary PanAbstract:Online learning has been gaining widespread adoption due to its success in enhancing student-learning outcomes and improving student t academic performance. This paper describes an Online Tutorial to teach resource-event-agent (REA) data modeling in an undergraduate accounting information systems course. The REA Online Tutorial reflects a self-study application designed to help students improve their understanding of the REA data model. As such, the Tutorial acts as a supplement to lectures by reinforcing the concepts and incorporating practices to assess student understanding. Instructors can access the REA Online. An independent survey by the University’s Centre for Teaching Excellence found a significant increase in students’ perceived knowledge of REA data modeling after using the REA Online Tutorial compared to their knowledge prior to using the Tutorial. Students also rated their overall satisfaction with and the effectiveness of the REA Online Tutorial as high.
