J. Med. Internet Res. - Health professional learner attitudes and use of digital learning resources.

Tópicos

{ research(1218) medic(880) student(794) }
{ health(1844) social(1437) communiti(874) }
{ learn(2355) train(1041) set(1003) }
{ health(3367) inform(1360) care(1135) }
{ time(1939) patient(1703) rate(768) }
{ use(2086) technolog(871) perceiv(783) }
{ patient(2315) diseas(1263) diabet(1191) }
{ data(3963) clinic(1234) research(1004) }
{ studi(1119) effect(1106) posit(819) }
{ intervent(3218) particip(2042) group(1664) }
{ drug(1928) target(777) effect(648) }
{ inform(2794) health(2639) internet(1427) }
{ take(945) account(800) differ(722) }
{ chang(1828) time(1643) increas(1301) }
{ search(2224) databas(1162) retriev(909) }
{ survey(1388) particip(1329) question(1065) }
{ measur(2081) correl(1212) valu(896) }
{ motion(1329) object(1292) video(1091) }
{ algorithm(1844) comput(1787) effici(935) }
{ data(1714) softwar(1251) tool(1186) }
{ care(1570) inform(1187) nurs(1089) }
{ system(1050) medic(1026) inform(1018) }
{ data(2317) use(1299) case(1017) }
{ activ(1138) subject(705) human(624) }
{ model(3404) distribut(989) bayesian(671) }
{ can(774) often(719) complex(702) }
{ system(1976) rule(880) can(841) }
{ sequenc(1873) structur(1644) protein(1328) }
{ method(1219) similar(1157) match(930) }
{ network(2748) neural(1063) input(814) }
{ treatment(1704) effect(941) patient(846) }
{ surgeri(1148) surgic(1085) robot(1054) }
{ framework(1458) process(801) describ(734) }
{ design(1359) user(1324) use(1319) }
{ general(901) number(790) one(736) }
{ featur(1941) imag(1645) propos(1176) }
{ howev(809) still(633) remain(590) }
{ studi(1410) differ(1259) use(1210) }
{ visual(1396) interact(850) tool(830) }
{ spatial(1525) area(1432) region(1030) }
{ monitor(1329) mobil(1314) devic(1160) }
{ ehr(2073) health(1662) electron(1139) }
{ signal(2180) analysi(812) frequenc(800) }
{ analysi(2126) use(1163) compon(1037) }
{ implement(1333) system(1263) develop(1122) }
{ imag(1947) propos(1133) code(1026) }
{ data(1737) use(1416) pattern(1282) }
{ imag(1057) registr(996) error(939) }
{ bind(1733) structur(1185) ligand(1036) }
{ featur(3375) classif(2383) classifi(1994) }
{ imag(2830) propos(1344) filter(1198) }
{ imag(2675) segment(2577) method(1081) }
{ studi(2440) review(1878) systemat(933) }
{ assess(1506) score(1403) qualiti(1306) }
{ problem(2511) optim(1539) algorithm(950) }
{ error(1145) method(1030) estim(1020) }
{ concept(1167) ontolog(924) domain(897) }
{ clinic(1479) use(1117) guidelin(835) }
{ extract(1171) text(1153) clinic(932) }
{ method(1557) propos(1049) approach(1037) }
{ control(1307) perform(991) simul(935) }
{ model(2220) cell(1177) simul(1124) }
{ method(984) reconstruct(947) comput(926) }
{ case(1353) use(1143) diagnosi(1136) }
{ risk(3053) factor(974) diseas(938) }
{ perform(999) metric(946) measur(919) }
{ research(1085) discuss(1038) issu(1018) }
{ import(1318) role(1303) understand(862) }
{ model(2341) predict(2261) use(1141) }
{ compound(1573) activ(1297) structur(1058) }
{ perform(1367) use(1326) method(1137) }
{ blood(1257) pressur(1144) flow(957) }
{ record(1888) medic(1808) patient(1693) }
{ model(3480) simul(1196) paramet(876) }
{ state(1844) use(1261) util(961) }
{ patient(2837) hospit(1953) medic(668) }
{ model(2656) set(1616) predict(1553) }
{ age(1611) year(1155) adult(843) }
{ medic(1828) order(1363) alert(1069) }
{ cost(1906) reduc(1198) effect(832) }
{ group(2977) signific(1463) compar(1072) }
{ sampl(1606) size(1419) use(1276) }
{ gene(2352) biolog(1181) express(1162) }
{ data(3008) multipl(1320) sourc(1022) }
{ first(2504) two(1366) second(1323) }
{ patient(1821) servic(1111) care(1106) }
{ can(981) present(881) function(850) }
{ structur(1116) can(940) graph(676) }
{ high(1669) rate(1365) level(1280) }
{ cancer(2502) breast(956) screen(824) }
{ use(976) code(926) identifi(902) }
{ use(1733) differ(960) four(931) }
{ result(1111) use(1088) new(759) }
{ estim(2440) model(1874) function(577) }
{ decis(3086) make(1611) patient(1517) }
{ process(1125) use(805) approach(778) }
{ activ(1452) weight(1219) physic(1104) }
{ method(1969) cluster(1462) data(1082) }
{ method(2212) result(1239) propos(1039) }
{ detect(2391) sensit(1101) algorithm(908) }

Resumo

CKGROUND: Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources.OBJECTIVE: The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful.METHODS: The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek.RESULTS: Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery.CONCLUSIONS: The results of this study indicate that today's health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown.

Resumo Limpo

ckground webbas digit repositori allow educ resourc access effici conveni divers geograph locat hold varieti resourc format enabl interact learn facilit target access user unlik learn manag system lms resourc can retriev search engin metatag label content can stream particular use multimedia resourcesobject aim studi examin usag user experi onlin learn repositori physeek popul physiotherapi student secondari aim project examin student prefer access resourc resourc find helpfulmethod follow data examin use audit repositori server number onlin resourc access per day number type resourc access number resourc access busi hour pm outsid busi hour year session length logon year video qualiti bit rate video access onlin questionnair focus group assess student feedback selfreport experi physeekresult student prefer support provid physeek sourc educ materi primarili effici peak usag common occur time increas academ need ie examin time student perceiv onlin repositori potenti tool support lifelong learn health care deliveryconclus result studi indic today health profession student welcom benefit onlin learn resourc conveni usabl repres transit away tradit learn style toward technolog learn support may indic grow link social immers internetbas connect learn style true potenti webbas resourc support student learn yet unknown

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