Computer –assisted learning

Computer –assisted Learning

Dr.G.Sidhartha Kiran

Recent advances in technology have resulted in an ever-expanding body of medical literature.

While this growth faces physicians and medical trainees with a challenge in keeping up to date, the technologies that have facilitated the expansion may also provide doctors and students with new methods of learning.

Computer-assisted learning has the potential to enhance medical teaching.

The computer can be madeto assist learning in many ways:

1. Dense storage of data in an organised form, e.g., a large textbook could be stored in a classified manner on a 13 cm. disk.

2. Quick access to the data-base in milli-seconds.

3. Logical comparison of the learner's respon-ses with the stored key and evaluation of the learner's performance.

4. Instant feedback of evaluation (both forma-tive and summative types).

Computer as a Teacher

The computer can never replace a teacher. It merelycomplements a teacher's role. However, in some areas ofinteraction, it may be better than a human teacher. e.g.,

1. It never gets bored or irritated

2. It never makes mistakes on its own

3. It permits individual attention

4. It permits the learner to decide his own pace of learning.

5. A well created lesson uses multi-media to enrich and enhance learning.

Roles for Computer in CAL

• A variety of roles/modes are possible in CAL, giving much flexibility.

• a) Drill and Practice mode

• b) Tutorial mode

• c)Laboratory mode

• d) Case-simulation mode

• e) Consultant Mode

• f) Manager of Educational Process

a) Drill and Practice mode:

•The learner can learn facts and memorise them by the drill-method (e.g., use an MCQ bank for practice).

b) Tutorial mode:

•In this mode, a module (lesson)consists of presentation of the content in a structured way,task-prescription to elicit learner's response, and instant feedback and reinforcement to the learner.

•This mode, if used well, could result in 90% retention of the content (compare with 30% retention after the best lecture!).

c) Laboratory mode:

•The computer could be programmed to simulate a variety of biological processes to supplement or do away with laboratory experiments.

•The learner explores various options and learns by inference.

d) Case-simulation mode:

•A variety of diagnostic and therapeutic problems of the patient management type could be effectively computerised.

•This has proved quite useful in learning problem-solving, the highest cognitive domain.

•Simulated Patient Management Problems (SPMP) is one of•the most useful areas of CAL in medical education.

e) Consultant Mode:

It is one of the frontier areas now.

•Knowledge based "Expert" program-mes have been devised using artificial intelligence.

•These could bring the expertise of a consultant within easy reach of a primary care physician.

•Real life experts are also accessible by videoconferencing.

f) Manager of Educational Process:

Computer based management-information-system (MIS) could keep track of student performance and offer suitable advice to make the process more effective (see HMIS).

The Current Use of CAL in Medical Education

• Medical educators already make use of CAL to provide students with increased exposure in their respective fields.

• This can allow for students to learn at a time and location that is convenient for them, as long as there is a computer available to work at.

• In addition to the implementation of CAL in UME, there has been a shift toward the use of CAL for continuing medical education (CME). By 2003, there were over 11,000 online CME courses available.

• Additionally, accredited CAL modules may be used to obtain credit when they meet the requirements of the “Structured Learning Projects” category, which has no cap for credit hours.

Advantages of CAL

• In principle, computer‐assisted learning can be done at the individual's convenience and pace, and the same material is available to a large number of people over a wide geographical area, which standardizes the learning experience whenever the learner logs on.

• CAL applications are of particular value for highly visual content, such as demonstrations of surgical procedures and technical skills.

• While print-based learning materials are mainly limited to text and image based information, CAL can additionally utilize multimedia capabilities.

• CAL can be designed to incorporate not only text images but also video to enhance student learning.

• Interactive features of CAL, such as quizzes and learning games, can augment the learning process by providing feedback in a manner that makes students feel comfortable.

Disadvantages of CAL

• The development of high‐tech computer‐assisted learning programmes is labour intensive, requiring appropriate hardware, backup and frequent upgrading.

• In addition, a dedicated information technology staff is necessary to provide practical advice and maintenance of the software and hardware.

• Some people may be less inclined to use electronic resources because of perceived lack of computer literacy.

• A study by Church et al. showed that in a survey of 489 medical registrars, 76% had Internet access at work and 30% at home; 24% reported no access.

Debate

• Currently, there is debate as to the effectiveness of CAL as a teaching modality.

• There are several studies that have compared the use of CAL to other methods of education.

• Many of these studies show that there is no significant difference in knowledge and skill retention between those taught didactically or by seminar when compared to those taught by computer teaching modules.

• some studies suggesting that other forms of teaching (e.g. didactic lecture) are still superior.

•While research is still ongoing into the effectiveness of CAL for medical education, this new learning modality is a rising form of medical teaching.

• The Association of American Medical Colleges (AAMC) has established MedEd Portal, a peer-reviewed collection of online teaching tools.

• This resource contains a database of learning resources that include tutorials, virtual patients and case-based learning among other medical education resources.

•Not only does the MedEd Portal provide easy access to CAL modules, but it also provides incentive to academic physicians to create more CAL tools by providing their work with recognition as a peer-reviewed publication.

The Future of CAL

•Initiatives such as this will likely increase the production of CAL modules.

•The use of computer-based teaching in medicine has the potential to change the way medicine is taught to both current and future generations.

• Between the conveniences afforded by CAL, enhancements over current learning modalities and increased recognition for publishing CAL modules, there appears to be a bright future for computer-assisted learning.

The Future of CAL

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