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Motivating and retaining online students : research-based strategies that work
Finally, the first research-based book of sound strategies and best practices to help instructors motivate students to complete their online courses. Although studies support the effectiveness of learning online, students often fail to complete online courses. Some studies have found that as many as 50-70% drop out of their online courses or programs. Retention is not only a growing expectation and imperative, but it is also as opportunity for faculty members to take the lead in innovating, researching, and implementing new strategies while demonstrating their effectiveness. Designed for instructors and instructional designers, \"Motivating and Retaining Online Students\" is filled with empirical research from the authors' study of motivation and retention strategies that can reduce online learner dropout. Focusing on the most important issues instructors face, such as course design; student engagement and motivation; and institutional, instructional, and informal student support strategies, the book provides effective online strategies that help minimize student dropout, increase student retention, and support student learning. While helping to improve the overall retention rates for educational institutions, the strategies outlined in the book also allow for student diversity and individual learner differences. Lehman and Conceicao's proven model gives instructors an effective approach to help students persist in online courses and succeed as learners. -- Provided by publisher
Book
Asynchronous Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic (E-Learning vs Video): Randomized Controlled Trial
The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke.
Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video.
A randomized, data analyst-blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed.
Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95% CI 37-39, vs 35 correct answers, 95% CI 34-36, P<.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness - global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04).
Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.
Journal Article
Teledidactic Versus Hands-on Teaching of Abdominal, Thoracic, and Thyroid Ultrasound—The TELUS II Study
Background
The worldwide COVID-19 pandemic has initiated a change in medical education and the development of new teaching concepts has become inevitable to maintain adequate training.
Objective
This pilot study aims to compare teledidactic teaching with traditional face-to-face teaching for abdominal, thoracic, and thyroid ultrasound.
Design
Concurrently, a teledidactic and a face-to-face ultrasound course were held. The students completed seven 90-min modules using mobile ultrasound probes (Butterfly IQ). Each module consisted of a lecture, a demonstration of probe guidance, and independent training.
Participants
A total of thirty medical students took part in the study and were randomly assigned to a teledidactic and a face-to-face group.
Main Measures
An objective structured assessment of ultrasound skills (OSAUS) was performed as a pre-test and as the final exam and ultrasound images obtained during the exam were evaluated using the brightness mode quality ultrasound imaging examination (B-QUIET) scale.
Key Results
No significant difference between the two cohorts on the OSAUS final exam was shown (
p
> 0.05 in all modules). There was a significant difference in the assessment of the images in the focused assessment with sonography for trauma (FAST) (
p
0.015) and aorta (
p
0.017) modules. Students in the teledidactic group performed better in both modules, scoring 33.59 (± 2.61) out of 44 in the module FAST (face-to-face group 30.95 (± 1.76)) and aortic images averaged 35.41 (± 2.61) points (face-to-face group 32.35 (± 3.08)).
Conclusions
A teledidactic course for abdominal and thoracic ultrasound examinations is equally effective to traditional face-to-face teaching in this pilot study. Digital implementation with a portable ultrasound machine could be a great opportunity to promote ultrasound education worldwide and over great distances.
Journal Article
Effect of the online module on leadership in knowledge acquisition among nursing students: A randomized controlled study protocol
Leadership is an essential skill for success in nursing practice, influencing the nursing team’s organization, the quality of health services and decision-making in complex situations. The COVID-19 pandemic has further highlighted the need for leadership in nursing, with nurses playing a crucial role in addressing the crisis. However, there are challenges in leadership training, with conventional expository class methods often neglecting this skill. This study proposes to evaluate the impact of an online educational module focused on leadership for Nursing students, recognizing the importance of training future professionals from the beginning of their careers. To present a study protocol to evaluate the effect of an online educational module in comparison with a conventional expository class related to knowledge acquisition by Nursing students on the topic of Leadership. A Randomized Controlled Study, single-blind, two-arm will be conducted. Sixth semester students regularly enrolled in the nursing course will take part in the study. Participants will be randomly distributed into two groups, namely the Control Group, which will undergo a conventional class, and the Experimental Group, which will undergo an online educational module. Two important moments will be considered to evaluate the results of the intervention. A pesquisa, em fase de design, terá resultados, conclusões e análises definidos após a coleta de dados. The primary outcome is expected to demonstrate that the online module is equal to or superior to the conventional module in the acquisition of knowledge about leadership, addressing topics such as team involvement, organizational culture, conflict management and feedback. The secondary outcome will assess the acquisition of knowledge about leadership through an adaptation of the Nursing Student Self-Perception Questionnaire in the Exercise of Leadership.
Journal Article
Traditional versus blended CPR training program: A randomized controlled non-inferiority study
Cardiopulmonary resuscitation (CPR) training and its quality are critical in improving the survival rate of cardiac arrest. This randomized controlled study investigated the efficacy of a newly developed CPR training program for the public in a Taiwanese setting. A total of 832 adults were randomized to either a traditional or blended (18-minute e-learning plus 30-minute hands-on) compression-only CPR training program. The primary outcome was compression depth. Secondary outcomes included CPR knowledge test, practical test, quality of CPR performance, and skill retention. The mean compression depth was 5.21 cm and 5.24 cm in the blended and traditional groups, respectively. The mean difference in compression depth between groups was −0.04 (95% confidence interval −0.13 to infinity), demonstrating that the blended CPR training program was non-inferior to the traditional CPR training program in compression depth after initial training. Secondary outcome results were comparable between groups. Although the mean compression depth and rate were guideline-compliant, only half of the compressions were delivered with adequate depth and rate in both groups. CPR knowledge and skill retained similarly in both groups at 6 and 12 months after training. The blended CPR training program was non-inferior to the traditional CPR training program. However, there is still room for improvement in optimizing initial skill performance as well as skill retention. Clinical Trial Registration: NCT03586752;
www.clinicaltrial.gov
Journal Article
To develop online platform and determine its effectiveness in ENHANCING DIABetes knowledge among diabetes patients in primary CARE clinic (Enhancing-Diab-Care Study): Study protocol
Diabetes Mellitus (DM)- Type 2 is increasingly prevalent in today’s population. DM remains poorly controlled due to insufficient knowledge and understanding of this disease. Maintaining good diabetic self-care requires knowledge and empowerment. The COVID-19 pandemic had caused a shift of some public attention from non-communicable to communicable diseases, leading to patients becoming ignorant of their diabetic status. Therefore, we aim to develop an online education video platform that enables patients to enhance their knowledge about Diabetes Mellitus Type 2. In this blocked randomised control trial, a minimum number of 232 participants with type 2 diabetes mellitus will be needed. Patients will consent and voluntarily participate during their follow-up at public primary health care clinic (Klinik Keshihatan Cheras Baru). Patients undergoing diabetic follow-up will be divided into two groups where only patients within the intervention group will receive diabetic care video. Patients’ clinical profiles such as date of birth, gender, education status, Diabetes Knowledge Test (DKT) and Diabetic Empowerment Scale (DES-28) were collected to assess diabetes self-care knowledge and empowerment using self-administered questionnaires. Patients will be reminded to complete the educational video at the 3-month and 6-month follow-ups, and the aforementioned parameters will be reassessed. The data will be assessed using an independent t-test for the difference between intervention and control groups. A Paired t-test will assess the difference between the patient pre and post-intervention after 6 months. A generalised Estimating Equation will be used to investigate the effectiveness of diabetes knowledge and clinical outcome, adjusted with covariates. P < 0.05 will be considered statistically significant. Ethical principles outlined in the Declaration of Helsinki and Malaysian Good Clinical Practice Guideline will be followed. Ethical approval will be obtained from MREC and NMRR before starting any study-related activities.
Journal Article
Comparison of distance versus in-person laparoscopy training using a low-cost laparoscopy simulator—a randomized controlled multi-center trial
IntroductionSimulation training programs are essential for novice surgeons to acquire basic experience to master laparoscopic skills. However, current state-of-the-art laparoscopy simulators are still expensive, limiting the accessibility to practical training lessons. Furthermore, training is time intensive and requires extensive spatial capacity, limiting its availability to surgeons. New laparoscopic simulators offer a cost-effective alternative, which can be used to train in a digital environment, allowing flexible, digital and personalized laparoscopic training. This study investigates if training on low-cost simulators in a digital environment is comparable to in-person training formats.Materials and methodsFrom June 2023 to December 2023, 40 laparoscopic novices participated in this multi-center, prospective randomized controlled trial. All participants were randomized to either the ‟distance” (intervention) or the “in-person” (control) group. They were trained in a standardized laparoscopic training curriculum to reach a predefined level of proficiency. After completing the curriculum, participants performed four different laparoscopic tasks on the ForceSense system. Primary endpoints were overall task errors, the overall time for completion of the tasks, and force parameters.ResultsIn total, 40 laparoscopic novices completed digital or in-person training. Digital training showed no significant differences in developing basic laparoscopic skills compared to in-person training. There were no significant differences in median overall errors between both training groups for all exercises combined (intervention 3 vs. control 4; p value = 0.74). In contrast, the overall task completion time was significantly lower for the group trained digitally (intervention 827.92 s vs. control 993.42; p value = 0.015). The applied forces during the final assessment showed no significant differences between both groups for all exercises. Overall, over 90% of the participants rated the training as good or very good.ConclusionOur study shows that students that underwent digital laparoscopic training completed tasks with a similar number of errors but in a shorter time than students that underwent in-person training. Nevertheless, the best strategies to implement such digital training options need to be evaluated further to support surgeons’ personal preferences and expectations.
Journal Article
Effect of an Online Module on Leadership on the Knowledge Acquisition of Nursing Students: A Pilot Randomized Clinical Trial Study
Objective: To evaluate the effect of an online educational module on leadership upon the knowledge acquisition of nursing students. Methods: The research was conducted in two phases: methodological and experimental. In the methodological phase, specialists validated the content and appearance of the module, as well as the content of the problem situation. In the experimental phase, a pilot randomized clinical trial was conducted with 14 sixth‐semester nursing students from the Federal University of Rio Grande do Norte, divided into two groups: experimental (seven students), who accessed the online module, and control (seven students), who participated in a conventional, face‐to‐face expository lecture within the Nursing Department. Results: The results indicated significant advancements in leadership skills, particularly in the experimental group. This group demonstrated a notable increase in the appreciation of interpersonal skills, rising from 57.14% in the pretest to 85.71% in the post‐test. Regarding the mediation of ethical conflicts, 85.71% of the control group and 100% of the experimental group opted for open debate in the post‐test, evidencing a participatory approach. Furthermore, the experimental group showed improvement in self‐identification as a leader, increasing from 42.86% to 57.14%, suggesting a positive impact on the development of leadership self‐perception. Conclusion: The online educational module on leadership had a positive effect on the knowledge acquisition of nursing students, evidenced by a significant increase in knowledge and skills related to leadership. Trial Registration: Brazilian Clinical Trials Registry (ReBEC): RBR‐2dfqmr2
Journal Article
Online simulation versus traditional classroom learnings in clinical pharmacy education: effect on students’ knowledge, satisfaction and self-confidence
Background
Over the course of the past few years, the area of medical education has experienced a substantial movement towards the establishment of online learning platforms and resources. This study aimed to to evaluate the efficacy of an online simulation learning intervention, MyDispense
®
, compared to traditional classroom learning in terms of enhancing knowledge, satisfaction, and self-confidence among participants.
Methods
A multicentre randomized controlled study was conducted among pharmacy students who were assigned either intervention MyDispense
®
or control traditional classroom learning groups. They were eligible if they previously had experience with online simulation learning. A previously validated questioner were used to measure the outcome of knowledge, satisfaction and self-confidence.
Results
Both the intervention and control groups revealed significant improvement in knowledge, the P value for pre-post knowledge scores for each group was < 0,001. Despite these internal improvements, this study’s findings showed no statistically significant differences (
p
> 0.05) between the intervention and control groups on knowledge gain, satisfaction, or self-confidence. This represents comparable outcomes irrespective of the group’s exposure to intervention.
Conclusion
The study evaluated the efficacy of online simulation learning intervention MyDispense
®
in comparison to traditional classroom learning. While both strategies effectively improved knowledge, satisfaction, and self-confidence, the findings demonstrated that the online simulation yielded equivalent learning benefits. MyDispense
®
could be an alternative to traditional education in situations where face to face learning is not feasible, with comparable learning outcomes.
Clinical trial number
not applicable.
Journal Article
A practice and exploration of blended learning in medical morphology during the post-COVID-19 pandemic era
Background
Since 2021, the prevention and control of the coronavirus disease 2019 epidemic has been normalized. However, considering the high density of students and the potential for epidemic relapse, our medical morphological teaching team established a novel blended learning mode with mainly offline teaching in the general sections and blend learning in systematic sections. Specifically, this study sought to improve the teaching quality of the two courses of “Histology and Embryology” and “Pathology”, and lay a solid foundation for clinical medical undergraduates to learn medical courses well in the future.
Methods
In the Spring 2021 semester, two classes from the Class of 2019 and two classes from the Class of 2020 were randomly selected as the intervention groups, to carry out blended learning of “Histology and Embryology”, and “Pathology”, respectively. Meanwhile, four parallel classes were randomly selected as control groups to carry out completely traditional offline teaching. The blended learning was based on outcome-based education concepts and used small private online courses from the “Xuexi Tong” (Century Superstar Information Technology Development Co., Ltd., Beijing) platform. In the theory class, case-based learning following a self-designed P-C-P-E-S-E (Pre-class-Case-Problem-Expansion-Summary-Expansion) teaching sequence was implemented. In the experimental class, a virtual digital platform with flipped classroom learning was integrated.
Results
Both teaching satisfaction and students’ scores were found to be significantly greater in the intervention group than in the control group. Furthermore, the intervention group also effectively surpassed the control group in terms of students’ comprehensive abilities such as drawing, scientific research, participating in competitions, forensic case analysis, and so on.
Conclusion
Our novel blended learning approach strengthened the communication between teachers and students, obviously improved students’ self-directed learning abilities, and finally achieved the purpose of improving the comprehensive abilities of students. This mode is suited for the post-epidemic era and future variable environments. It also has substantial promotional instructive modeling value.
Clinical trial registration
Not applicable.
Journal Article