Leila R Lax1, M Lynn Russell, Laura J Nelles, Cathy M Smith. 1. Biomedical Communications, Faculty of Medicine, University of Toronto, 1 King's College Circle, Room 3259, Toronto, ON, Canada. l.lax@utoronto.ca
Abstract
BACKGROUND: Professional behaviors, tacitly understood by Canadian-trained physicians, are difficult to teach and often create practice barriers for IMGs. The purpose of this design research study was to develop a Web-based program simulating Canadian medical literacy and culture, and to evaluate strategies of scaffolding individual knowledge building. METHOD: Study 1 (N = 20) examined usability and pedagogic design. Studies 2 (N = 39) and 3 (N = 33) examined case participation patterns. RESULTS: Model design was validated in Study 1. Studies 2 and 3 demonstrated high levels of participation, on unprompted third tries, on knowledge tests. Recursive patterns were strongest on Reflective Exercises. Five strategies scaffolded knowledge building: (1) video simulations, (2) contextualized resources, (3) concurrent feedback, (4) Reflective Exercises, and (5) commentaries prompting "reflection on reflection." CONCLUSIONS: Scaffolded design supports complex knowledge building. These findings are concurrent with educational research on the importance of recursion and revision of knowledge for improvable and relational understanding.
BACKGROUND: Professional behaviors, tacitly understood by Canadian-trained physicians, are difficult to teach and often create practice barriers for IMGs. The purpose of this design research study was to develop a Web-based program simulating Canadian medical literacy and culture, and to evaluate strategies of scaffolding individual knowledge building. METHOD: Study 1 (N = 20) examined usability and pedagogic design. Studies 2 (N = 39) and 3 (N = 33) examined case participation patterns. RESULTS: Model design was validated in Study 1. Studies 2 and 3 demonstrated high levels of participation, on unprompted third tries, on knowledge tests. Recursive patterns were strongest on Reflective Exercises. Five strategies scaffolded knowledge building: (1) video simulations, (2) contextualized resources, (3) concurrent feedback, (4) Reflective Exercises, and (5) commentaries prompting "reflection on reflection." CONCLUSIONS: Scaffolded design supports complex knowledge building. These findings are concurrent with educational research on the importance of recursion and revision of knowledge for improvable and relational understanding.
Authors: Michael McGillion; Jennifer Yost; Andrew Turner; Duane Bender; Ted Scott; Sandra Carroll; Paul Ritvo; Elizabeth Peter; Andre Lamy; Gill Furze; Kirsten Krull; Valerie Dunlop; Amber Good; Nazari Dvirnik; Debbie Bedini; Frank Naus; Shirley Pettit; Shaunattonie Henry; Christine Probst; Joseph Mills; Elaine Gossage; Irene Travale; Janine Duquette; Christy Taberner; Sanjeev Bhavnani; James S Khan; David Cowan; Eric Romeril; John Lee; Tracey Colella; Manon Choinière; Jason Busse; Joel Katz; J Charles Victor; Jeffrey Hoch; Wanrudee Isaranuwatchai; Sharon Kaasalainen; Salima Ladak; Sheila O'Keefe-McCarthy; Monica Parry; Daniel I Sessler; Michael Stacey; Bonnie Stevens; Robyn Stremler; Lehana Thabane; Judy Watt-Watson; Richard Whitlock; Joy C MacDermid; Marit Leegaard; Robert McKelvie; Michael Hillmer; Lynn Cooper; Gavin Arthur; Krista Sider; Susan Oliver; Karen Boyajian; Mark Farrow; Chris Lawton; Darryl Gamble; Jake Walsh; Mark Field; Sandra LeFort; Wendy Clyne; Maria Ricupero; Laurie Poole; Karsten Russell-Wood; Michael Weber; Jolene McNeil; Robyn Alpert; Sarah Sharpe; Sue Bhella; David Mohajer; Sem Ponnambalam; Naeem Lakhani; Rabia Khan; Peter Liu; P J Devereaux Journal: JMIR Res Protoc Date: 2016-08-01