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Collaborative learning with screen-based simulation in health care education: an empirical study of collaborative patterns and proficiency development
Umeå University, Faculty of Social Sciences, Department of Education. (LICT, LiSE)
Umeå University, Faculty of Social Sciences, Department of Education. (LICT, LiSE)
Umeå University, Faculty of Medicine, Department of Odontology, Oral and Maxillofacial Radiology.
Umeå University, Faculty of Medicine, Department of Odontology, Oral and Maxillofacial Radiology.
2011 (English)In: Journal of Computer Assisted Learning, ISSN 0266-4909, E-ISSN 1365-2729, Vol. 27, no 5, 448-461 p.Article in journal (Refereed) Published
Abstract [en]

This article is about collaborative learning with educational computer-assisted simulation(ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported Collaborative Learning, we investigate collaborative patterns, their causes, and their implications for learning. We investigate why the extent of application of subject-specific terminology differs between simulation training and more conventional training. We also investigate how the student-simulator interaction affordances produce collaborative patterns and impact learning. Proficiency tests before and after training, observations during training, and interviews after training constitute the empirical foundation. Thirty-six dentistry students volunteered for participation. The results showed that not only the task but also the medium of feedback impacts the application of subject-specific terminology. However, no relation to proficiency development was revealed.We identified turn-taking as well as dominance patterns of student-simulator interaction but again found no relation to proficiency development. Further research may give us deeper insights into if and how these collaborative patterns, in other respects, impact collaborative learning with ECAS in health care education.

Place, publisher, year, edition, pages
Oxford: Blackwell , 2011. Vol. 27, no 5, 448-461 p.
Keyword [en]
collaboration, computer, education, health care, learning, simulation
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-41114DOI: 10.1111/j.1365-2729.2011.00407.xOAI: oai:DiVA.org:umu-41114DiVA: diva2:404722
Projects
LRiSE, LiSE
Available from: 2011-03-18 Created: 2011-03-18 Last updated: 2017-12-11Bibliographically approved
In thesis
1. Developing educational computer-assisted simulations: Exploring a new approach to researching learning in collaborative health care simulation contexts
Open this publication in new window or tab >>Developing educational computer-assisted simulations: Exploring a new approach to researching learning in collaborative health care simulation contexts
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Health care education is developing and simulations, in different guises, are gaining increasing attention as a means of overcoming tensions between instructional models and educational objectives. The role of simulations is, however, yet to be fully defined and will be dependent on the actual impact simulations on educational practice. Research need to better understand this impact and contribute to developing simulation practices. There is, therefore, a strong need for research that can balance scientific stringency and practical utility. This presents a challenge in a field that is biased in favor of laboratory experiments where theoretical accounts are also rare. This thesis explores a new theoretical and methodological approach, as a means of meeting this challenge. It draws upon Rose Luckin's Ecology of Resources framework for redesigning learning contexts (2010) and it attempts to explore relations between learning context, learner interactions, and learning outcomes, in order to identify opportunities for the development of educational simulation practice. In researching different types of health care simulations in their own right, arguments have been made that it is necessary to strive for smaller and more useful generalizations. In response to this challenge, this thesis delineates one type of simulation context: collaborative educational computer-assisted simulation (ECAS) in health care education. After reviewing previous research on related topics, a model of this type of context has been developed. Based on this general model, the particular subfield of collaborative radiology in ECAS has been analyzed and researched. Four articles on this topic present empirical contributions that address different relations between context, learner interactions, and learning outcomes in collaborative radiology in ECAS. The first one explores how moving from a static tool to an ECAS changes what learners talk about, how they talk about it, and how they develop during training. The second one explores in more detail relations between the features of ECAS, the content of learner interactions, and the impact on learning. The third one explores how context design impacts peer interaction, and the fourth compares more and less successful groups in order to identify needs and opportunities for development of the learning context. The empirical data are used to discuss relations between learning context, learner interactions, and learning outcomes, and how collaborative scripts may be potentially useful in the development of collaborative ECAS in health care education. Such scripts could support for instance explicit dialogue about relations between context-dependent doing and subject-specific principles, thorough engagement with simulation feedback and inclusion of all simulations participants. A new path for health care simulation research is suggested, including a move beyond laboratory experiments towards dealing with the messiness of actual educational practice, a move beyond universal generalizations towards smaller-scale context considerate and more practically useful generalizations.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2013. 140 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 103
Keyword
education, computer simulation, collaboration, health care, context, design, ecology of resources.
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-64296 (URN)978-91-7459-555-0 (ISBN)
Public defence
2013-02-15, Humanisthuset, Hörsal F, Umeå universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Projects
Learning Radiology in Simulated Environments
Available from: 2013-01-25 Created: 2013-01-22 Last updated: 2013-02-01Bibliographically approved

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