Dinara Saparova

The Effects of Case Libraries in Supporting Collaborative Problem-Solving in an Online Learning Environment

Various domains require practitioners to encounter and resolve ill-structured problems using collaborative problem-solving. As such, problem-solving is an essential skill that educators must emphasize to prepare learners for practice. One potential way to support problem-solving is through further investigation of instructional design methods that employ case-based reasoning. These learning environments consist of narratives of practitioners as they reason through related ill-structured problems. However, very little research exists about how case libraries impact learning, especially collaborative learning. For this study, 22 participants enrolled in a teacher education program were randomly assigned to two groups as they resolved an ill-structured problem. The results demonstrated that both groups had similar patterns of discussion, but the case library condition collaborated at a higher rate for each of the categories of the content analysis.

Using semantic search to reduce cognitive load in an electronic health record

As electronic health records (EHRs) become more prevalent in health care further research is needed to understand the efficacy within clinical contexts from a human-computer interaction viewpoint. Participants (N=10) were given two authentic scenarios that required users to search for patient information. In the first scenario, participants responded to a patient-specific information need as they normally would. In the second scenario, participants were given a semantic search tool that indexed terms within a patient EHR. Upon completion, participants were then asked questions in a semi-structured interview about current usage of the EHR. Statistically significant results revealed that participants were able to more efficiently navigate through an EHR in terms of time (semantic search M=140 vs. browsing M=239 seconds) and number of clicks (semantic search M=11 vs. browsing M=35). This study suggests that semantic search capabilities may be a good way to reduce cognitive load within clinical settings for similar patient-specific information needs.

Online lecture capturing system: Expected and actual effects of implementation in a problem-based learning medical curriculum.

Abstract Context: An online lecture capturing system (OLCS) was implemented in a medical school integrating problem-based learning curriculum. An academic investigation examining how medical students used OLCS and what were its educational effects were required. Aims: This study examined medical students’ perceptions of OLCS, actual usage of OLCS, and the effects on learning. Methods: An online questionnaire asking about the perceptions of OLCS was distributed to first and second year medical students. Individual student’s OLCS usage was analyzed descriptively. Cluster analysis was conducted based on the OLCS usage and students’ prior academic performance to reveal the academic effects of OLCS. Results: Most students (82 out of 106) perceived OLCS as an effective educational tool. Their actual use of OLCS, however, was low and quite variable depending on their needs and preferences. Reviewing the captured lectures did not affect students’ performance on exams of knowledge. Conclusions: This study calls for follow-up studies investigating personalized use of OLCS and student attributes in PBL.

Online Information Behavior of Medical Students: How and Why They Use Social Networking Sites to Facilitate Their Professional Education

This study investigated how and why medical students enrolled in a problem-based learning curriculum utilized Social Networking Sites (SNS) to facilitate their professional education. Focus group interviews as well as qualitative and quantitative content analyses of the posts generated by the group members during three academic years were conducted. Students used the SNS group to address their information needs in a timely manner, promote awareness among peers, and share relevant information. The intensity of group use and the nature of student participation varied. Throughout the three-year period, students primarily shared information about school- or problem-based learning and social events. Study findings could inform medical school administrators in several ways: (1) the SNS group use patterns could help filter information delivery through different information channels; and (2) awareness of the information needs expressed by students on the SNS could assist in providing timely responses.

Persuasive Features in a Web-Based System for Weight-Loss Team Competition

Millions of Americans struggle to lose weight, and various online instruments have been developed to support them. Behavioral persuasion is an integral trait of online tools for weight loss. The goal of this study was to examine the effectiveness of persuasive features of the interaction design in a particular web-based system for weight-loss support using the Persuasive System Design (PSD) framework. In 2012, 1170 individuals competed in a web-based weight-loss challenge in a Midwestern city. Upon completion, 644 participants completed the survey to provide feedback about their experience in the competition. The survey data was analyzed to determine desired features of persuasive interaction design for weight-loss support in a web-based system. The findings of the study suggested that support in the primary task of losing weight, system feedback, and social interaction were the most preferred persuasive features that needed to be incorporated in online weight loss support systems.

Exploring the usefulness of awareness widgets in online shared workspaces: A preliminary case study

Users of different online shared workspaces have different activity awareness needs that should be supported by the application. This support could be provided through the use of widgets, which should be easily understandable, easy to use, and provide information expected by users. We conducted a preliminary investigation of the use of awareness widgets in uCern, a shared online workspace in the healthcare industry. In particular, we analyzed which awareness widgets uCern users used most, reasons for their choices, and perceived usefulness of these widgets for workflow management. Data collected through interviews and surveys showed that users chose widgets for general, team, and group awareness; content management; supporting connection among collaborators; and use of utilitarian features. Issues faced by users, implications of the study, as well as directions for future research are suggested.

Needs analysis on the development of evidence-based practice in an undergraduate problem-based learning context

Evidence‐based practice (EBP) is a formal information behavior recently imposed on healthcare providers, which emphasizes the incorporation of the best research evidence into the delivery of patient care. Internationally, policies that require both healthcare practice and the educational environment under which health science students are educated to be evidence based are on the rise. In medical and health sciences curricula, EBP and problem‐based learning (PBL) are often seen as synonymous, as traditional medical PBL requires students to seek out research evidence related to posed clinical problems. However, students in an undergraduate radiography program exhibit difficulties in implementing EBP, despite successful completion of a PBL course. This study describes the findings of a needs analysis undertaken to better understand the issues hindering the development of effective evidence‐based decision making skills in the PBL context.

Information needs and search characteristics of first-year medical students

This poster was presented at the 75th annual meeting of the American Society for Information Science and Technology, October 26-30, 2012.