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E-Learning Abstract ID: 170 eDemo USING A WEBAPP TO MEASURE AND DETERMINE THE RATIONAL DRUG- CHOICE PROCESS OF STUDENTS AND EXPERTS Adriaan van Doorn 1 , Rob den Otter 1 , Itte de Waard-Siebinga 1 , Theo de Vries 2 and Pieter de Graeff 1 , 1 University Medical Centre Groningen, Groningen, 9713 AV Groningen, The Netherlands, 2 VU University Medical Centre Amsterdam, The Netherlands. PURPOSE Pscribe (http://www.pscribe.eu/) is a new interactive multicentre pharmacotherapy e-learning webapp based on the WHO-6Step patienttreatment-model (step by step approach to practice the principles of rational prescribing). The aim of this study is to test Pscribe as an instrument to automatically register data during the drug-choice process in order to assess knowledge and skills in drug prescribing. METHODS Using Pscribe three groups of undergraduate students and one expert group solved the same patient-case problem under specified experimental conditions. The drug-choice process was registered using 23 variables for drug-choice behaviour and 2 variables for drug-therapy choice. Data were collected, analysed and visualised using Excel, SPSS, MATLAB. RESULTS The 3 student groups differed significantly (p
E-Learning Abstract ID: 172 Oral Presentation AN E-LEARNING INTERVENTION TO ENHANCE MEDICAL STUDENT’S COMPETENCE IN OXYGEN DELIVERY METHODS Shana Godfred-Cato, MS IV, J. Michael Metts, DO, Greg Kolbinger, PA-C, Edward P. Finnerty, PhD. and Kyla Carney, DO Des Moines University, Des Moines, IA, USA PURPOSE Student performance in a comprehensive clinical simulation exercise at the end of the 3rd year had demonstrated some deficiencies in oxygen delivery methods. A tutorial exercise was developed to remedy this issue. This study assessed if an e- learning intervention improved the student’s competence in oxygen delivery methods during the comprehensive clinical simulation lab. METHODS An independent study tutorial describing proper oxygen delivery methods was developed and made available to all 3rd year students through our course management system. The tutorial program consisted of a Pre-test, video illustrating the proper use of oxygen delivery equipment and a Post-test. The Pre-test was required to be completed before the video was made available and the Post-test was only available after the video was viewed. The Posttest and the course evaluation included questions regarding student satisfaction. Video recording of the group simulation exercises were made of the classes before the tutorial was introduced and after for comparison. RESULTS Of the 217 students in the course, 136 (63%) completed the Pre-test and 119 of those completed the Post-test. There was a significant improvement in performance on the Post-test compared to the Pre-test (87 ± 14 vs 61 ± 13; paired t-test, p < 0.001). There was an overwhelming perception of value with 92% responding favorably that the program increased their knowledge of oxygen delivery methods. A large majority (88%) were satisfied with the ease of use of the tutorial video. Evaluation of the video records did not reveal any appreciable differences, though a number of the recordings were not useable and could not be assessed with our scoring rubric. CONCLUSIONS The results of the study demonstrate that students who utilized the tutorial program improved their knowledge of oxygen delivery methods. A limitation of this study is that we were unable to ascertain if the knowledge translated into an improved performance in the simulation exercise. This study does show that an independent learning module can enhance medical students’ education. E-Learning Abstract ID: 173 VIDEO REVIEW IMPROVES COMPETENCY PERFORMANCE SKILLS ON OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) John C. Pearson, Gary L. Nieder and S. Bruce Binder, Wright State University Boonshoft School of Medicine, Dayton, OH, USA PURPOSE Although instructional video plays a major role in medical curricula, its educational effectiveness continues to be measured primarily through subjective evaluation by the students who use it rather than through empirical investigation. The present study used experimental design to determine whether digital video recordings help medical students learn to perform clinical skills more effectively. METHODS Over a 5-year period (2006-2010), we compared OSCE performance scores of Year 1 medical students who reviewed videos of musculoskeletal exam instruction prior to skills testing versus those who did not. All students received the same classroom instruction in performing all physical exam procedures. Students in the classes of 2008- 2010 had the additional opportunity to view video recordings of a physician performing the same physical exam competencies posted on an Internet server for voluntary use. We tracked video usage for each student through analysis of server log entries. We compared OSCE scores using One Way Analysis of Variance (ANOVA) with Bonferroni's Multiple Comparisons test. RESULTS Students who viewed videos prior to OSCE testing ('users'; N=194) performed significantly higher in competency skills ratings than those who did not ('non-users'; N=108) (mean=19.30 v.18.93; p
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Page 66 and 67: RESULTS The TBL results, examinatio
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