The design of an electronic knowledge model (e-KM) and the study of its efficacy Open Access
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University of Alberta
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Doctor of Philosophy
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Objectives: To 1) develop an electronic Knowledge Model (e-KM) of a surgical
procedure, and 2) investigate the efficacy of the model in knowledge acquisition.
The main purpose of the study was to develop a knowledge model of a surgical
procedure (cyst removal) in an electronic medium such that it would enhance
knowledge acquisition of surgical skills and to then determine the efficacy of the
model. This is based on the Fits-Posner stage theory of learning motor skills that
has been adopted in many surgical teaching models.
Methods: Two randomized experimental studies were conducted in three phases;
the total student sample size was 118 (Study 1=56, Study 2=62). In both studies,
one group received face-to-face instruction from a professor while the second
group employed the e-KM. Both groups were administered a multiple choice test.
Analysis of variance (ANOVA), regression analysis and Pearson’s correlation
methods were employed to analyze data. Descriptive statistics were used to
analyze the frequency of access and its impact on test scores. Reliability was
determined with Cronbach’s alpha.
Results: The results showed no significant difference (p> .05) between e-KM the
computer model and the surgeon instructor. There was a significant correlation
between access time to video and knowledge (significant r ranged from .68 to .86,
p < .01); however, increased time on task increase test scores, thus having a
positive impact on knowledge acquisition.
Discussion: Research findings indicate that e-KM performs as well as the human
instructor and provides the additional advantage of unlimited online access
through the Web while addressing many of the pressures currently plaguing
medical schools such as limited resources (staff and facilities), cost of
administration, access to knowledge, academic regulations, policies and
competing curricula. Furthermore, e-KM provides a standardized teaching model,
eliminating instructor variability and functioning as a dependable learning tool.
Conclusion: In this thesis, I addressed the efficacy of e-KM on knowledge
acquisition. While there was no significant difference between e-KM and the
surgeon instructor on knowledge acquisition overall, students who accessed the e-
KM multiple times achieved higher scores.
- License granted by Shyamala Nagendran (email@example.com) on 2011-01-26T14:28:03Z (GMT): Permission is hereby granted to the University of
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