Cognitive Style and Mobile Technology in E-learning in Undergraduate Medical Education

NCT02971735 | Completed Results DMC

• 1 other identifier: 105-5290C
• Study Type: interventional
• Target: 60
• Locations: 0 countries
• Sites: N/A

Brief Summary

New designs of 6-year undergraduate medical education (UME) in Taiwan mainly include (1) integral curricula of body organ system, (2) multiple methods of clinical teaching and assessment, and (3) generalism in UME. Accompany with decreasing educational hours in the classrooms and hospital, essential but minor components of primary healthcare such as ophthalmology and otolaryngology-head and neck surgery (ORL-HNS) is disproportionately under-represented in UME. Novel medical education stresses on enabling self-directory learning and increasing learning hours outside the classrooms. Accordingly, we hypothesize that innovations in educational technology can enhance the learning outcomes of ORL-HNS. This study is aimed to determine whether mobile technology in e-learning (M-TEL) is an effective tool for the instruction of ORL-HNS and to compare effects of different cognitive styles on learning outcomes of M-TEL with various modules of medical education. This is a randomized controlled trial. We will recruit 60 UME students without previous training in ORL-HNS to undergo the Group Embedded Figures Test to determine their cognitive styles such as field dependence or field-independence. After blinded randomization, students are instructed on two modules of emergent ORL-HNS disorders, using either a standard e-learning of text-figure Power Point show or an interactive multimedia module. Subjects are evaluated on emergent ORL-HNS disorders using text-based assessment and multimedia assessment take place prior to and following instruction. After 7 days later, they will be assessed using global satisfaction score and AttrakDiff2 questionnaire. We anticipate that this study can confirm M-TEL can enhance the efficiency of the instruction of ORL-HNS and understand differences in learning outcomes of M-TEL with various modules of medical education between field dependence and filed independence using this platform.

Conditions

Medical Education

Keywords

cognitive style; e-learning; mobile technology; randomized controlled trial; otolaryngology-head and neck surgery

Outcome Measures

Primary Outcomes (1)

• Percentage Change in Multiple-choice Question (MCQ) Scores

  Subjects will undergo the duplicated 15-minute MCQ tests before after the M-TEL Subjects will undergo the duplicated 15-minute MCQ tests 15 minutes before the M-TEL intervention with either the IM module or the PPS module and immediately after the M-TEL intervention.

  before and immediately after the M-TEL intervention

Secondary Outcomes (6)

• Percentage Change in Multimedia Situation Test (MST) Scores

  before and immediately after the M-TEL intervention

• Global Satisfaction Score

  7 days after the M-TEL intervention

• AttrakDiff2 Questionnaire: Pragmatic Quality Score

  7 days after the M-TEL intervention

• AttrakDiff2 Questionnaire: Hedonic Stimulation

  7 days after the M-TEL intervention

• AttrakDiff2 Questionnaire: Hedonic Identification

  7 days after the M-TEL intervention

Study Arms (2)

interactive multimedia module

EXPERIMENTAL

Subjects allocated to this experimental group will receive an intervention of mobile technology of e-learning (M-TEL) using the interactive multimedia (IM) module consist of integrated text, images, and small game tests (intervention) for 100 minutes. The module is a non-linearity of learning with interaction (student-based choice and pop-up feedback). This context has been adjusted to the same level to that of the PPS module.

Other: mobile technology of e-learning (M-TEL)

Power Point show module

ACTIVE COMPARATOR

Subjects allocated to this experimental group will receive an intervention of mobile technology of e-learning (M-TEL) using the Power Point show (PPS) module consist of integrated text, images, and audio (intervention) for 100 minutes. The module is a linear learning without interaction. This context has been adjusted to the same level to that of the IM module.

Other: mobile technology of e-learning (M-TEL)

Interventions

mobile technology of e-learning (M-TEL) OTHER

UME students learn the Top 10 emergent ORL-HNS disorders using the M-TEL including the IM module or the PPS module.

Power Point show module; interactive multimedia module

Eligibility Criteria

• Age: 20 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Age \> 20 years old;
• UME students (defined as the three or four years of medical school training).

You may not qualify if:

• Previous ORL-HNS training;
• Declining to participate.

Sponsors & Collaborators

• Chang Gung Memorial Hospital: lead
• Ministry of Science and Technology, Taiwan: collaborator

Related Publications (7)

• Glicksman JT, Brandt MG, Parr J, Fung K. Needs assessment of undergraduate education in otolaryngology among family medicine residents. J Otolaryngol Head Neck Surg. 2008 Oct;37(5):668-75.

  PMID: 19128674 BACKGROUND

• Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not another boring lecture: engaging learners with active learning techniques. J Emerg Med. 2015 Jan;48(1):85-93. doi: 10.1016/j.jemermed.2014.09.010. Epub 2014 Oct 13.

  PMID: 25440868 BACKGROUND

• Yavner SD, Pusic MV, Kalet AL, Song HS, Hopkins MA, Nick MW, Ellaway RH. Twelve tips for improving the effectiveness of web-based multimedia instruction for clinical learners. Med Teach. 2015 Mar;37(3):239-44. doi: 10.3109/0142159X.2014.933202. Epub 2014 Aug 11.

  PMID: 25109353 BACKGROUND

• Alegria DA, Boscardin C, Poncelet A, Mayfield C, Wamsley M. Using tablets to support self-regulated learning in a longitudinal integrated clerkship. Med Educ Online. 2014 Mar 12;19:23638. doi: 10.3402/meo.v19.23638. eCollection 2014.

  PMID: 24646438 BACKGROUND

• Chapman DM, Calhoun JG. Validation of learning style measures: implications for medical education practice. Med Educ. 2006 Jun;40(6):576-83. doi: 10.1111/j.1365-2929.2006.02476.x.

  PMID: 16700774 BACKGROUND

• Lee LA, Wang SL, Chao YP, Tsai MS, Hsin LJ, Kang CJ, Fu CH, Chao WC, Huang CG, Li HY, Chuang CK. Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology-Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial. JMIR Med Educ. 2018 Mar 8;4(1):e8. doi: 10.2196/mededu.9237.

  PMID: 29519776 DERIVED

• Lee LA, Chao YP, Huang CG, Fang JT, Wang SL, Chuang CK, Kang CJ, Hsin LJ, Lin WN, Fang TJ, Li HY. Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial. J Med Internet Res. 2018 Feb 13;20(2):e56. doi: 10.2196/jmir.8987.

  PMID: 29439943 DERIVED

Results Point of Contact

• Title: Dr. Li-Ang Lee
• Organization: Linkou Chang Gung Memorial Hospital

5738@cgmh.org.tw

886 33281200

Study Officials

• Li-Ang Lee, M.D.

  Chang Gung Memorial Hospital

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: This study was a prospective randomized controlled trial.

Study Record Dates

• First Submitted: November 17, 2016
• First Posted: November 23, 2016
• Study Start: November 23, 2016
• Primary Completion: July 5, 2017
• Study Completion: December 31, 2017
• Last Updated: February 16, 2021
• Results First Posted: February 16, 2021

Record last verified: 2016-11

Data Sharing

• IPD Sharing: Will not share