Calvin Knapp1, Christa Slaught1,2, Emile Latour3, Daniel Glasser4, Nicholas Reder5, Michi M Shinohara6. 1. Department of Dermatology, Oregon Health and Science University, 3303 S Bond Avenue CH16D, Portland, OR 97239, USA. 2. Dermatology, Kaiser Permanente Northwest, Tanasbourne Medical Office, Dermatology 10315 NE Tanasbourne Dr, Hillsboro, OR 97124, USA. 3. Biostatistics Shared Resource, Knight Cancer Institute, Oregon Health & Science University. 2720 S Moody Ave, Portland, OR 97201, USA. 4. Pathology Computer Services, University of Washington, Seattle, WA, USA. 5. Department of Pathology, Box 359791, HMC Ninth & Jefferson Building, 908 Jefferson St., Seattle, WA 98104, USA. 6. Division of Dermatology, University of Washington Medical Center, 1959 NE Pacific St, Room BB-1332, Box 356524, Seattle, WA 98195-6524, USA.
Abstract
Background: Perceptual and adaptive learning modules (PALM's) provide a large number of visual examples for evaluation and accommodate to learner performance by actively adjusting the module parameters. Methods: We developed a module for discriminating 5 inflammatory reaction patterns using the Novel Diagnostic Educational Resource (NDER) platform. The module included a 20 question pre-test, a 200 question training section, and a 20 question post-test. During the pre-test and post-test, images were displayed for an indefinite period of time with no feedback given. In the training section, images were displayed for a duration inverse to learner performance, and after submitting their response learners were immediately shown the correct answer. The performance of module participants was compared to a control group who completed pre-test and post-test only. Results: 26 pathology and dermatology residents completed the module and were included in analysis. Pre-test and post-test scores showed an average increase of 17.1 percentage points (95% CI 13.0 to 21.2, P < 0.001). When performance on pre-test and post-test was compared between the module and control groups, module group performance increased more than control group performance by an average of 10.1 percentage points (95% CI -2.5 to 17.8, P = 0.0119). 84% (37) of participants found the module somewhat useful or very useful and 68% (30) of participants would be pretty likely or very likely to recommend to another trainee. Conclusions: Our findings validate the use of NDER for teaching inflammatory reaction patterns. Participants generally had favorable feedback regarding the interface and teaching potential of the module. Including a late re-test as part of the module would be beneficial in further validating future iterations. Next steps include optimizing module performance and developing module content for more advanced learners.
Background: Perceptual and adaptive learning modules (PALM's) provide a large number of visual examples for evaluation and accommodate to learner performance by actively adjusting the module parameters. Methods: We developed a module for discriminating 5 inflammatory reaction patterns using the Novel Diagnostic Educational Resource (NDER) platform. The module included a 20 question pre-test, a 200 question training section, and a 20 question post-test. During the pre-test and post-test, images were displayed for an indefinite period of time with no feedback given. In the training section, images were displayed for a duration inverse to learner performance, and after submitting their response learners were immediately shown the correct answer. The performance of module participants was compared to a control group who completed pre-test and post-test only. Results: 26 pathology and dermatology residents completed the module and were included in analysis. Pre-test and post-test scores showed an average increase of 17.1 percentage points (95% CI 13.0 to 21.2, P < 0.001). When performance on pre-test and post-test was compared between the module and control groups, module group performance increased more than control group performance by an average of 10.1 percentage points (95% CI -2.5 to 17.8, P = 0.0119). 84% (37) of participants found the module somewhat useful or very useful and 68% (30) of participants would be pretty likely or very likely to recommend to another trainee. Conclusions: Our findings validate the use of NDER for teaching inflammatory reaction patterns. Participants generally had favorable feedback regarding the interface and teaching potential of the module. Including a late re-test as part of the module would be beneficial in further validating future iterations. Next steps include optimizing module performance and developing module content for more advanced learners.
Authors: Paul A Harris; Robert Taylor; Robert Thielke; Jonathon Payne; Nathaniel Gonzalez; Jose G Conde Journal: J Biomed Inform Date: 2008-09-30 Impact factor: 6.317
Authors: Christa Slaught; Pamela Madu; Aileen Y Chang; Victoria L Williams; Masego B Kebaetse; Oathokwa Nkomazana; Onkabetse Julia Molefe-Baikai; Negussie A Bekele; Bernard Omech; Philip J Kellman; Sally Krasne; Carrie L Kovarik Journal: J Cutan Med Surg Date: 2021-08-02 Impact factor: 2.092
Authors: Nicholas P Reder; Daniel Glasser; Suzanne M Dintzis; Mara H Rendi; Rochelle L Garcia; Jonathan C Henriksen; Mark R Kilgore Journal: J Pathol Inform Date: 2016-07-26