Defining useful surrogates for user participation in online medical learning.

Hdl Handle:
http://hdl.handle.net/10147/207895
Title:
Defining useful surrogates for user participation in online medical learning.
Authors:
Beddy, Peter; Ridgway, Paul F; Beddy, David; Clarke, Eric; Traynor, Oscar; Tierney, Sean
Affiliation:
Department of Surgery, Adelaide and Meath Hospital (AMNCH) incorporating the, National Children's Hospital, Tallaght, Dublin 24, Ireland. pbeddy@eircom.net
Citation:
Adv Health Sci Educ Theory Pract. 2009 Oct;14(4):567-74. Epub 2008 Oct 17.
Journal:
Advances in health sciences education : theory and practice
Issue Date:
1-Feb-2012
URI:
http://hdl.handle.net/10147/207895
DOI:
10.1007/s10459-008-9141-3
PubMed ID:
18931929
Abstract:
"School for Surgeons" is a web-based distance learning program which provides online clinical-based tutorials to surgical trainees. Our aim was to determine surrogates of active participation and to assess the efficacy of methods to improve usage. Server logs of the 82 participants in the "School for Surgeons" were assessed for the two terms of the first year of the program. Data collected included total time online, mean session time, page requests, numbers of sessions online and the total number of assignments. An intervention regarding comparative peer usage patterns was delivered to the cohort between terms one and two. Of the 82 trainees enrolled, 83% (85% second term) logged into the program. Of all participants 88% (97% second term) submitted at least one assignment. Median submissions were four (eight second term) per trainee. Assignment submission closely correlated with number of sessions, total time online, downloads and page requests. Peer-based comparative feedback resulted in a significant increase in the number of assignments submitted (p < 0.01). Despite its recent introduction, "School for Surgeons" has a good participation rate. Assignment submission is a valid surrogate for usage. Students can be encouraged to move from passive observation to active participation in a virtual learning environment by providing structured comparative feedback ranking their performance.
Language:
eng
MeSH:
Education, Medical, Continuing/*organization & administration; General Surgery/*education; Humans; *Internet; Ireland; Learning; *Models, Educational; Statistics as Topic; Teaching; *User-Computer Interface
ISSN:
1573-1677 (Electronic); 1382-4996 (Linking)

Full metadata record

DC FieldValue Language
dc.contributor.authorBeddy, Peteren_GB
dc.contributor.authorRidgway, Paul Fen_GB
dc.contributor.authorBeddy, Daviden_GB
dc.contributor.authorClarke, Ericen_GB
dc.contributor.authorTraynor, Oscaren_GB
dc.contributor.authorTierney, Seanen_GB
dc.date.accessioned2012-02-01T10:49:24Z-
dc.date.available2012-02-01T10:49:24Z-
dc.date.issued2012-02-01T10:49:24Z-
dc.identifier.citationAdv Health Sci Educ Theory Pract. 2009 Oct;14(4):567-74. Epub 2008 Oct 17.en_GB
dc.identifier.issn1573-1677 (Electronic)en_GB
dc.identifier.issn1382-4996 (Linking)en_GB
dc.identifier.pmid18931929en_GB
dc.identifier.doi10.1007/s10459-008-9141-3en_GB
dc.identifier.urihttp://hdl.handle.net/10147/207895-
dc.description.abstract"School for Surgeons" is a web-based distance learning program which provides online clinical-based tutorials to surgical trainees. Our aim was to determine surrogates of active participation and to assess the efficacy of methods to improve usage. Server logs of the 82 participants in the "School for Surgeons" were assessed for the two terms of the first year of the program. Data collected included total time online, mean session time, page requests, numbers of sessions online and the total number of assignments. An intervention regarding comparative peer usage patterns was delivered to the cohort between terms one and two. Of the 82 trainees enrolled, 83% (85% second term) logged into the program. Of all participants 88% (97% second term) submitted at least one assignment. Median submissions were four (eight second term) per trainee. Assignment submission closely correlated with number of sessions, total time online, downloads and page requests. Peer-based comparative feedback resulted in a significant increase in the number of assignments submitted (p < 0.01). Despite its recent introduction, "School for Surgeons" has a good participation rate. Assignment submission is a valid surrogate for usage. Students can be encouraged to move from passive observation to active participation in a virtual learning environment by providing structured comparative feedback ranking their performance.en_GB
dc.language.isoengen_GB
dc.subject.meshEducation, Medical, Continuing/*organization & administrationen_GB
dc.subject.meshGeneral Surgery/*educationen_GB
dc.subject.meshHumansen_GB
dc.subject.mesh*Interneten_GB
dc.subject.meshIrelanden_GB
dc.subject.meshLearningen_GB
dc.subject.mesh*Models, Educationalen_GB
dc.subject.meshStatistics as Topicen_GB
dc.subject.meshTeachingen_GB
dc.subject.mesh*User-Computer Interfaceen_GB
dc.titleDefining useful surrogates for user participation in online medical learning.en_GB
dc.contributor.departmentDepartment of Surgery, Adelaide and Meath Hospital (AMNCH) incorporating the, National Children's Hospital, Tallaght, Dublin 24, Ireland. pbeddy@eircom.neten_GB
dc.identifier.journalAdvances in health sciences education : theory and practiceen_GB
dc.description.provinceLeinster-
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