Comparison of AR, ITS, CBT, and Didactic Training and Evaluation of Retinopathy-Based Diagnosis
| Autor: | Ross E. Dworkin, Charles A. Bono, Todd Graham, Lars E. Peterson, Mary Williams, Bryan Bergeron, Michael D. Hagen |
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| Rok vydání: | 2019 |
| Předmět: |
medicine.medical_specialty
medicine.medical_treatment 0211 other engineering and technologies 02 engineering and technology 03 medical and health sciences 0302 clinical medicine Retinal Diseases medicine Humans 030212 general & internal medicine Simulation Training Analysis of Variance 021110 strategic defence & security studies Relative efficacy business.industry Public Health Environmental and Occupational Health Physicians Family General Medicine medicine.disease Knowledge retention Test (assessment) Cognitive behavioral therapy Physical therapy Clinical Competence Educational Measurement Analysis of variance business Retinopathy |
| Zdroj: | Military Medicine. 184:579-583 |
| ISSN: | 1930-613X 0026-4075 |
| DOI: | 10.1093/milmed/usy372 |
| Popis: | Research objective To test the relative efficacy of adaptive and fixed simulator training vs. adaptive and fixed computer-based training (CBT) vs. traditional lecture. Methods Ninety-two board certified Family Physicians were given a pretest, followed by training under one of five randomly assigned training conditions: (i) adaptive CBT; (ii) non-adaptive CBT; (iii) adaptive simulator; (iv) non-adaptive simulator; and (v) lecture. Subjects were given a post-test immediately after training and again in 6 weeks. In the adaptive groups, the content presented to subjects was a function of the subjects’ knowledge and performance, under control of a MOODLE LMS. In the lecture component, a physician projected images identical to the images in the CBT component of the study. Results No significant differences (p = 0.89 for ANOVA) in baseline knowledge between the five groups, based on pretest scores; In each of the five groups, our intervention resulted in immediate changes in knowledge (95% CI), based on analysis of pretest and PostTest1 scores; and, with the exception of subjects with non-adaptive, simulator intervention, all groups had significant decay in knowledge between the first and second post-tests (95% CI). Conclusion Periodic simulator intervention could result in significant knowledge retention over extended periods of time. |
| Databáze: | OpenAIRE |
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