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首页> 外文期刊>Advances in health sciences education: theory and practice >E-learning optimization: the relative and combined effects of mental practice and modeling on enhanced podcast-based learning-a randomized controlled trial
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E-learning optimization: the relative and combined effects of mental practice and modeling on enhanced podcast-based learning-a randomized controlled trial

机译：电子学习优化：心理实践和建模对基于播客的增强学习的相对和综合影响-一项随机对照试验

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Enhanced podcasts increase learning, but evidence is lacking on how they should be designed to optimize their effectiveness. This study assessed the impact two learning instructional design methods (mental practice and modeling), either on their own or in combination, for teaching complex cognitive medical content when incorporated into enhanced podcasts. Sixty-three medical students were randomised to one of four versions of an airway management enhanced podcast: (1) control: narrated presentation; (2) modeling: narration with video demonstration of skills; (3) mental practice: narrated presentation with guided mental practice; (4) combined: modeling and mental practice. One week later, students managed a manikin-based simulated airway crisis. Knowledge acquisition was assessed by baseline and retention multiple-choice quizzes. Two blinded raters assessed all videos obtained from simulated crises to measure the students' skills using a key-elements scale, critical error checklist, and the Ottawa global rating scale (GRS). Baseline knowledge was not different between all four groups (p = 0.65). One week later, knowledge retention was significantly higher for (1) both the mental practice and modeling group than the control group (p = 0.01; p = 0.01, respectively) and (2) the combined mental practice and modeling group compared to all other groups (all ps = 0.01). Regarding skills acquisition, the control group significantly under-performed in comparison to all other groups on the key-events scale (all ps aecurrency sign 0.05), the critical error checklist (all ps aecurrency sign 0.05), and the Ottawa GRS (all ps aecurrency sign 0.05). The combination of mental practice and modeling led to greater improvement on the key events checklist (p = 0.01) compared to either strategy alone. However, the combination of the two strategies did not result in any further learning gains on the two other measures of clinical performance (all ps > 0.05). The effectiveness of enhanced podcasts for knowledge retention and clinical skill acquisition is increased with either mental practice or modeling. The combination of mental practice and modeling had synergistic effects on knowledge retention, but conveyed less clear advantages in its application through clinical skills.
机译：增强型播客可以提高学习效果，但是缺乏有关如何设计播客以优化其效果的证据。这项研究评估了两种学习教学设计方法（心理练习和建模），无论是单独使用还是组合使用，当将它们纳入增强播客时，对于教授复杂的认知医学内容的影响。六十三名医科学生被随机分为四个版本的气道管理增强播客之一：（1）对照：叙述性陈述; （2）建模：以视频解说技巧演示; （3）精神实践：叙述性陈述与指导性精神实践; （4）结合：建模与心理实践。一周后，学生们处理了一个基于人体模型的模拟气道危机。通过基线和保留多项选择测验评估知识获取。两名盲人评估者使用关键元素量表，关键错误清单和渥太华全球评估量表（GRS）评估了从模拟危机中获得的所有视频，以衡量学生的技能。四组之间的基线知识没有差异（p = 0.65）。一周后，（1）心理实践和模型组的知识保留率均显着高于对照组（分别为p = 0.01; p = 0.01）和（2）综合心理实践和模型组的知识保留率组（所有ps = 0.01）。在技​​能获取方面，对照组在关键事件量表（所有ps并发迹象为0.05），关键错误清单（所有ps并发迹象为0.05）和渥太华GRS（所有ps）方面，与所有其他组相比，其表现均明显逊色。出现率符号0.05）。与单独的任何一种策略相比，心理实践和模型的结合导致关键事件清单的改善（p = 0.01）。但是，这两种策略的结合并未在其他两种临床表现指标上带来任何进一步的学习收获（所有ps> 0.05）。通过心理练习或建模，增强的播客在保留知识和临床技能方面的有效性得到提高。心理实践和建模的结合对知识的保留具有协同作用，但通过临床技能在其应用中并未传达出明显的优势。

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