NCT02971735

Cognitive Style and Mobile Technology in E-learning in Undergraduate Medical Education

Completed NA Results posted Last updated 16 February 2021

What this trial tests

NA trial testing mobile technology of e-learning (M-TEL) in Medical Education in 60 participants. Completed in 31 December 2017.

Timeline

23 November 2016

Primary endpoint
5 July 2017

31 December 2017

Quick facts

Lead sponsor	Chang Gung Memorial Hospital
Phase	NA
Status	Completed
Study type	INTERVENTIONAL
Allocation	randomized
Design	parallel
Masking	none
Primary purpose	other
Enrollment	60
Start date	23 November 2016
Primary completion	5 July 2017
Estimated completion	31 December 2017

Drugs / interventions tested

• mobile technology of e-learning (M-TEL)

Conditions studied

• Medical Education — all drugs for Medical Education →

Sponsor

Chang Gung Memorial Hospital

Who can join

20 and older, any sex, with Medical Education. Patients with the condition only — healthy volunteers not accepted.

Results — posted to ClinicalTrials.gov

Per-arm endpoint measurements with 95% confidence intervals where reported. Source: trial results section.

Percentage Change in Multiple-choice Question (MCQ) Scores Primary · before and immediately after the M-TEL intervention

Subjects will undergo the duplicated 15-minute MCQ tests before after the M-TEL Subjects will undergo the duplicated 15-minute MCQ tests 15 minutes before the M-TEL intervention with either the IM module or the PPS module and immediately after the M-TEL intervention.

Group	Value	95% CI
Interactive Multimedia Module	40	13 – 76
Power Point Show Module	45	30 – 50

Percentage Change in Multimedia Situation Test (MST) Scores Secondary · before and immediately after the M-TEL intervention

Subjects will undergo the duplicated 15-minute MST tests 15 minutes before the M-TEL intervention with either the IM module or the PPS module and immediately after the M-TEL intervention.

Group	Value	95% CI
Interactive Multimedia Module	0	-21 – 38
Power Point Show Module	25	0 – 33

Global Satisfaction Score Secondary · 7 days after the M-TEL intervention

Global satisfaction score is measured using a visual analogue scale from 0 (very dissatisfied) to 10 (very satisfied) after 7 days post M-TEL.

Group	Value	95% CI
Interactive Multimedia Module	8	6 – 9
Power Point Show Module	6	4 – 7

AttrakDiff2 Questionnaire: Pragmatic Quality Score Secondary · 7 days after the M-TEL intervention

For more delicately evaluate the acceptance of technical innovations, we will assess "user experience" using the AttrakDiff2. AttrakDiff2 is developed as a tool by Hassenzahl's research group to be able to quantify attractive, identifiable, stimulating, and pragmatic qualities. The tool consists of 28 seven-step items whose poles are opposite adjectives (e.g. "confusing - clear", "unusual - ordinary", "good - bad"). Each set of adjective items is ordered into a scale of intensity. Each of the mean values of an item group creates a scale value for pragmatic quality (PQ), hedonic stimulation (HQ

Group	Value	95% CI
Interactive Multimedia Module	1.7	0.7 – 2.3
Power Point Show Module	0.0	-0.6 – 1.3

AttrakDiff2 Questionnaire: Hedonic Stimulation Secondary · 7 days after the M-TEL intervention

For more delicately evaluate the acceptance of technical innovations, we will assess "user experience" using the AttrakDiff2. AttrakDiff2 is developed as a tool by Hassenzahl's research group to be able to quantify attractive, identifiable, stimulating, and pragmatic qualities. The tool consists of 28 seven-step items whose poles are opposite adjectives (e.g. "confusing - clear", "unusual - ordinary", "good - bad"). Each set of adjective items is ordered into a scale of intensity. Each of the mean values of an item group creates a scale value for pragmatic quality (PQ), hedonic stimulation (HQ

Group	Value	95% CI
Interactive Multimedia Module	1.5	0.6 – 2.0
Power Point Show Module	-0.3	-1.0 – 0.9

AttrakDiff2 Questionnaire: Hedonic Identification Secondary · 7 days after the M-TEL intervention

For more delicately evaluate the acceptance of technical innovations, we will assess "user experience" using the AttrakDiff2. AttrakDiff2 is developed as a tool by Hassenzahl's research group to be able to quantify attractive, identifiable, stimulating, and pragmatic qualities. The tool consists of 28 seven-step items whose poles are opposite adjectives (e.g. "confusing - clear", "unusual - ordinary", "good - bad"). Each set of adjective items is ordered into a scale of intensity. Each of the mean values of an item group creates a scale value for pragmatic quality (PQ), hedonic stimulation (HQ

Group	Value	95% CI
Interactive Multimedia Module	1.4	0.7 – 2.0
Power Point Show Module	0.3	-0.2 – 1.2

AttrakDiff2 Questionnaire: Attractiveness Secondary · 7 days after the M-TEL intervention

For more delicately evaluate the acceptance of technical innovations, we will assess "user experience" using the AttrakDiff2. AttrakDiff2 is developed as a tool by Hassenzahl's research group to be able to quantify attractive, identifiable, stimulating, and pragmatic qualities. The tool consists of 28 seven-step items whose poles are opposite adjectives (e.g. "confusing - clear", "unusual - ordinary", "good - bad"). Each set of adjective items is ordered into a scale of intensity. Each of the mean values of an item group creates a scale value for pragmatic quality (PQ), hedonic stimulation (HQ

Group	Value	95% CI
Interactive Multimedia Module	1.0	0.4 – 2.0
Power Point Show Module	0.9	0.3 – 1.9

Sponsor's own description

New designs of 6-year undergraduate medical education (UME) in Taiwan mainly include (1) integral curricula of body organ system, (2) multiple methods of clinical teaching and assessment, and (3) generalism in UME. Accompany with decreasing educational hours in the classrooms and hospital, essential but minor components of primary healthcare such as ophthalmology and otolaryngology-head and neck surgery (ORL-HNS) is disproportionately under-represented in UME. Novel medical education stresses on enabling self-directory learning and increasing learning hours outside the classrooms. Accordingly, we hypothesize that innovations in educational technology can enhance the learning outcomes of ORL-HNS. This study is aimed to determine whether mobile technology in e-learning (M-TEL) is an effective tool for the instruction of ORL-HNS and to compare effects of different cognitive styles on learning outcomes of M-TEL with various modules of medical education. This is a randomized controlled trial. We will recruit 60 UME students without previous training in ORL-HNS to undergo the Group Embedded Figures Test to determine their cognitive styles such as field dependence or field-independence. After blinded randomization, students are instructed on two modules of emergent ORL-HNS disorders, using either a standard e-learning of text-figure Power Point show or an interactive multimedia module. Subjects are evaluated on emergent ORL-HNS disorders using text-based assessment and multimedia assessment take place prior to and following instruction. After 7 days later, they will be assessed using global satisfaction score and AttrakDiff2 questionnaire. We anticipate that this study can confirm M-TEL can enhance the efficiency of the instruction of ORL-HNS and understand differences in learning outcomes of M-TEL with various modules of medical education between field dependence and filed independence using this platform.

Publications & conference data

2 peer-reviewed publications reference this trial (live from Europe PMC):

1. Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial.
   Lee LA, Chao YP, Huang CG, Fang JT, et al · · 2018 · cited 17× · PMID 29439943 · DOI 10.2196/jmir.8987
2. Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology-Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial.
   Lee LA, Wang SL, Chao YP, Tsai MS, et al · · 2018 · cited 13× · PMID 29519776 · DOI 10.2196/mededu.9237