Combining patient centred simulation with an online adaptive learning platform to assist students in developing clinical and reasoning skills to transition from classroom to clinical practice

2016 ◽  
Vol 25 ◽  
pp. e55-e56
Author(s):  
N. Tuttle ◽  
A. Bialocerkowsk ◽  
E.-L. Laakso
Keyword(s):  
Clinical Practice ◽  
Adaptive Learning ◽  
Learning Platform ◽  
Reasoning Skills

Simulated Learning Environments to Prepare for Clinical Placements

2018 ◽  
pp. 180-207 ◽  
Author(s):  
Neil Tuttle ◽  
E-Liisa Laakso
Keyword(s):  
Clinical Practice ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Professional Behavior ◽  
Evidence Based ◽  
Clinical Placements ◽  
Simulated Learning ◽  
Learning Platform ◽  
Simulated Environment ◽  
Clinical Interactions

Students commencing clinical placements often have difficulty applying their knowledge to produce meaningful clinical interactions. Patient-centred simulation can provide a bridge to clinical practice but can be expensive. This chapter describes the development and evaluation of a simulated environment integrating patient-centred simulation with an online adaptive learning platform to assist students to transition from classroom to placement. Student confidence increased significantly from pre- to post-simulation in all 12 areas that were surveyed from 3.4/6 (2.9–4.2) to 3.9/6 (3.7-4.5). Ninety-one percent of students felt better prepared for placement. The activity was not assessable and students rated this aspect highly for engagement and efficacy of learning. Student marks on their subsequent clinical placement were significantly higher for professional behavior, communication, and evidence-based practice compared with previous cohorts of students who had not undertaken a similar program.

The Use of an Online Adaptive Learning Platform as an Adjunct to Live Simulated Clinical Encounters

2018 ◽  
pp. 93-105 ◽  
Author(s):  
Neil Tuttle
Keyword(s):  
Adaptive Learning ◽  
Clinical Setting ◽  
Emerging Technology ◽  
Clinical Encounters ◽  
Learning Platform ◽  
Patient Interactions ◽  
Learning Platforms ◽  
Biomedical Education ◽  
Physiotherapy Students

Adaptive learning platforms that individualize each learner's experience according to their input have only recently become widely accessible. This chapter illustrates some of the potential of adaptive learning platforms and describes a case study where this emerging technology has been used with physiotherapy students in a simulated clinical setting. Aspects of patient care scenarios presented with an adaptive learning platform were interleaved with live simulated patient interactions. Evaluation of the projects and the benefits and challenges of using adaptive learning platforms in biomedical education are discussed.

A conceptual framework for orthotic and prosthetic education

2019 ◽  
Vol 43 (4) ◽  
pp. 369-381 ◽  
Author(s):  
Susan E Spaulding ◽  
Ann Yamane ◽  
Cody L McDonald ◽  
Scott A Spaulding
Keyword(s):  
Clinical Practice ◽  
Conceptual Framework ◽  
Clinical Reasoning ◽  
Scoping Review ◽  
Direct Care ◽  
Professional Service ◽  
International Classification Of Functioning ◽  
Disability And Health ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

Background:Variables that influence orthotic and prosthetic patient outcomes beyond direct care are poorly conceptualized for orthotic and prosthetic students. Restructuring educational curricula around important clinical reasoning variables (i.e. factors that may influence outcomes) could improve teaching, learning, and clinical practice.Objectives:To propose an orthotic and prosthetic education framework to enhance the development of orthotic and prosthetic students’ clinical reasoning skills.Study Design:Scoping review.Methods:We conducted a scoping review, identified variables of orthotic and prosthetic usability, and performed a qualitative thematic analysis through the lens of orthotic and prosthetic clinical educators to develop a conceptual framework for orthotic and prosthetic education.Results:Sorting of variables identified from the literature resulted in three thematic areas: (1) the state of functioning, disability, and health (International Classification of Functioning, Disability and Health); (2) orthotic and prosthetic technical properties, procedures, and appropriateness; and (3) professional service as part of orthotic and prosthetic interventions. The proposed orthotic and prosthetic education framework includes these three areas situated within the context of patient-centered care.Conclusions:A conceptual framework was developed from variables identified in peer-reviewed literature. This orthotic and prosthetic education framework provides a structure to explore orthotic and prosthetic clinical reasoning and advance our teaching and assessment of students’ clinical reasoning skills.Clinical RelevanceThe proposed orthotic and prosthetic (O&P) education framework is intended to promote conversation about variables (e.g. health condition, procedures, services, and O&P principles) that influence O&P clinical practice outcomes and further advance our teaching and assessment of students’ clinical reasoning skills.

scholarly journals Adaptive Learning in Psychology: Wayfinding in the Digital Age

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Charles Dziuban ◽  
Patsy Moskal ◽  
Jeffrey Cassisi ◽  
Alexis Fawcett
Keyword(s):  
Adaptive Learning ◽  
Student Survey ◽  
Cooperative Research ◽  
Mutual Cooperation ◽  
Cognitive Reactions ◽  
Learning Platform ◽  
Seamless Transition ◽  
Survey Results ◽  
Psychology Course ◽  
Outcome Metrics

This paper presents the results of a pilot study investigating the use of the Realizeit adaptive learning platform to deliver a fully online General Psychology course across two semesters. Through mutual cooperation, UCF and vendor (CCKF) researchers examined students’ affective, behavioral, and cognitive reactions to the system. Student survey results indicated that students found the system easy to use and were generally positive about their seamless transition to adaptive learning. While the majority of students were successful, learning outcome metrics utilizing Realizeit indices indicated a potential for early prediction of students who are likely to be at risk in this environment. Recommendations are presented for the benefits of cooperative research between users and vendors.

scholarly journals Users-Centric Adaptive Learning System Based on Interval Type-2 Fuzzy Logic for Massively Crowded E-Learning Platforms

2016 ◽  
Vol 6 (2) ◽  
pp. 81-101 ◽  
Author(s):  
Khalid Almohammadi ◽  
Hani Hagras ◽  
Daniyal Alghazzawi ◽  
Ghadah Aldabbagh
Keyword(s):  
Fuzzy Logic ◽  
Learning Environment ◽  
Adaptive Learning ◽  
Learning System ◽  
Superior Performance ◽  
Teaching Models ◽  
Learning Platform ◽  
E Learning ◽  
Interval Type

Abstract Technological advancements within the educational sector and online learning promoted portable data-based adaptive techniques to influence the developments within transformative learning and enhancing the learning experience. However, many common adaptive educational systems tend to focus on adopting learning content that revolves around pre-black box learner modelling and teaching models that depend on the ideas of a few experts. Such views might be characterized by various sources of uncertainty about the learner response evaluation with adaptive educational system, linked to learner reception of instruction. High linguistic uncertainty levels in e-learning settings result in different user interpretations and responses to the same techniques, words, or terms according to their plans, cognition, pre-knowledge, and motivation levels. Hence, adaptive teaching models must be targeted to individual learners’ needs. Thus, developing a teaching model based on the knowledge of how learners interact with the learning environment in readable and interpretable white box models is critical in the guidance of the adaptation approach for learners’ needs as well as understanding the way learning is achieved. This paper presents a novel interval type-2 fuzzy logic-based system which is capable of identifying learners’ preferred learning strategies and knowledge delivery needs that revolves around characteristics of learners and the existing knowledge level in generating an adaptive learning environment. We have conducted a large scale evaluation of the proposed system via real-word experiments on 1458 students within a massively crowded e-learning platform. Such evaluations have shown the proposed interval type-2 fuzzy logic system’s capability of handling the encountered uncertainties which enabled to achieve superior performance with regard to better completion and success rates as well as enhanced learning compared to the non-adaptive systems, adaptive system versions led by the teacher, and type-1-based fuzzy based counterparts.

E-World

2011 ◽  
pp. 9-25
Author(s):  
Filomena Ferrucci ◽  
Giuseppe Scanniello ◽  
Genoveffa Tortora
Keyword(s):  
Web Service ◽  
Adaptive Learning ◽  
Reference Model ◽  
Visual Language ◽  
Learning Processes ◽  
Web Browser ◽  
Learning Platform ◽  
Adaptive Processes ◽  
E Learning ◽  
Content Object

In this chapter the authors present E-World, an e-learning platform able to manage and trace adaptive learning processes which are designed and created by means of a visual language based tool. To address the goal to have a platform easily extensible with new services, they have designed it selecting a software architecture based on the use of Web Services and a suitable Middleware component. To trace adaptive learning processes E-World also integrates as Web Service a suitable implementation of a Run- Time Environment compliant with the Sharable Content Object Reference Model (SCORM) standard. Their proposal also supports the “anytime and anywhere” learning paradigm as it enables learners to enjoy linear or adaptive processes using any device equipped with a standard Web browser. In the chapter they also report on the experiment we have carried out to assess the usability of the proposed e-learning platform.

ALTA SOLUTION FROM KNEWTON AS A TOOL OF SUPPORT FOR ADAPTIVE LEARNING IN MATHEMATICS

2020 ◽  
pp. 69-81
Author(s):  
Yuliia Nosenko
Keyword(s):  
Adaptive Learning ◽  
Advantages And Disadvantages ◽  
Learning Platform

The article analyzes the advantages and disadvantages of the adaptive learning platform Knewton. Recommendations for the development and use of an adaptive course based on Knewton (for example, a program for studying mathematics Alta) are given: creating a profile (account), choosing readymade tasks, designing your own course in Alta, monitoring the students’ activity.

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