Residents perception of the use of an Interactive E-book in learning the Ethics and Professionalism curriculum

Transcription

1 Residents perception of the use of an Interactive E-book in learning the Ethics and Professionalism curriculum Author: Maleena Suppiah Cavert Date: October 23, 2015

2 I do not have an affiliation (financial or otherwise) with a pharmaceutical, medical device or communications organization. Je n ai aucune affiliation (financière ou autre) avec une entreprise pharmaceutique, un fabricant d appareils médicaux ou un cabinet de communication. Author: Maleena Suppiah Cavert Date: October 23, 2015

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4 Session/Presentation Name Presenter Name Purpose of research To test students perception of a new approach to teaching Context: Didactic lectures throughout medical school Blended approach was experimented In line with self-directed learning and adult learning pedagogies 4

5 Teaching Framework 2014 NAC-PGY1 (National Assessment Committee for Post-graduate Year 1) Framework Core Education Program, 1 a month approx., 12 in all Ethics and Professionalism module Until then papers on Law and Ethics (some dating as far back as the 90s) were the only reading resources provided 5

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7 Sample First year residents, PGY1, N=25 Medicine or surgery posting Post-lunch teaching on a Friday Poor concentration levels Sleepy Absorbed by their phone, computer or tablet 7

8 E-book Mobile technology advantages - anywhere, anytime, self-paced, non-linear Digital assets - Videos - Podcasts - Case studies pdf Free graphic design software: Canva Digital publishing platform : Issuu (compatible with Android & ios) 8

9 4 Prototype Chapters in E-book Consent & Decision-making Essentials of Breaking Bad News & Service Recovery Privacy & Confidentiality End of Life conversations & Advance Care Planning 9

10 Ethics and Professionalism Module 10

11 Quick oral survey Methods User category of technological comfort 100% self-declared digital natives ( , Word, PP, Excel, SMS, WApp, Facebook, Twitter, browsing Internet/Intranet) 100% self-declared high level of comfort using technology for academic purposes Student feedback forms with open-ended and guided questions Themes coded by 2 independent researchers, triangulation Song et al. (2013). Exploring undergraduate students skills, level of comfort, and perceived benefit of using technology for learning. International Journal of Technology in Teaching and Learning, 9(1),

12 Most important for learners? 3 criteria were chosen: Ease of access and use Usefulness Enjoyment Archibald et al. (2014). Residents and preceptors perceptions of the use of the ipad for clinical teaching in a family medicine residency program. BMC Medical Education, 14(174),

13 Perceptions & Quotes Access/use Without exception, all participants found the module materials easy to access and consult Usefulness Applicable in clinical practice Good use of realistic cases Enjoyment Engaging and practical High interactivity setting us on the spot to train us 13

14 Results All participants found the e-book easy to access/use, useful and derived enjoyment from using it. Greater engagement. Only 2 comments warranting improvement: Would like to more about medical staff protection (in case of breach of PDPA) Not very useful to daily work; some interesting discussions 14

15 Kirkpatrick s training evaluation Model Harder to measure The performance-based result or patient health outcome and overall satisfaction results that occurred due to training. The transfer of knowledge and skills to the job. Change in job behaviour due to training. Usually measured by observation. The resulting increase in knowledge or skills and changes in attitude. Usually measured by demonstration or test. Easier to measure What participants feel about the training. Usually measured by course evaluation forms. 15

16 A pilot study Small sample size (n=25) Limitations & future work No control group (because it would be considered unfair for half the students to only receive face-to-face training) No assessment No qualified instructional designer More interactivity (Wikis, blogs) Design a specific App Integrate assessment for and of learning Faculty perceptions/faculty buy-in to use technology 16

17 Acknowledgements The Residency Admin team A/Prof. Gerald Chua JurongHealth Clinical Education Office Thank You 17

18 Further reading Kissinger, J. (2013). The Social & Mobile Learning Experiences of Students Using Mobile E-books. Journal of Asynchronous Learning Networks, 17(1), Ali, A. et al. (2012). Conceptual Framework for Measuring the Quality Aspects of Mobile Learning. Bulletin of the IEEE Technical Committee on Learning Technology, 14(4), Wang, S. (2014). Collaboration Factors and Quality of Learning Experience on Interactive Mobile Assisted Social E-learning. TOJET, 13(2),