The design of an electronic knowledge model (e-KM) and the study of its efficacy

• Author / Creator

  Nagendran, Shyamala

• Abstract
  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.

• Subjects / Keywords

  • Surgical education
  • E-learning tool
  • Medical education

• Graduation date

  Spring 2011

• Type of Item

  Thesis

• Degree

  Doctor of Philosophy

• DOI

  https://doi.org/10.7939/R34639

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.