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Related Experiment Video

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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Discovering novel barriers to eBook implementation.

Alexander Tuttle1, Linder Wendt2, Katherine Schultz3

  • 1Division of Pediatric Diabetes and Endocrinology, Department of Pediatrics, University of Iowa Stead Family Children's Hospital, Iowa City, Iowa, USA.

The Clinical Teacher
|August 23, 2023
PubMed
Summary
This summary is machine-generated.

A novel blended learning eBook for pediatric diabetes management training showed inconclusive efficacy but revealed unique implementation barriers. Further multi-institutional studies are needed to refine this educational approach.

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Area of Science:

  • Medical Education
  • Diabetes Mellitus Management
  • Health Informatics

Background:

  • Medical errors in pediatric diabetes mellitus management cause significant harm.
  • Traditional training methods are often time-intensive and not suitable for limited scenarios.
  • Novel educational tools are needed to improve trainee competency.

Purpose of the Study:

  • To develop and implement a novel eBook using a blended learning approach for pediatric diabetes mellitus management training.
  • To determine the efficacy of the eBook in improving knowledge acquisition and self-reported confidence.
  • To identify potential barriers to the implementation of the eBook.

Main Methods:

  • A blended learning approach was employed, grounded in complex adaptive systems theory.
  • An embedded mixed-methods design was used for evaluation.
  • Quantitative measures included knowledge acquisition and self-reported confidence; qualitative measures involved open-ended questions.

Main Results:

  • No statistically significant difference in knowledge or confidence was observed between groups with and without eBook access.
  • Learners and educators identified novel barriers to eBook implementation.
  • Barriers were mapped to the complex adaptive blended learning system (CABLS) framework.

Conclusions:

  • The study's efficacy results are inconclusive, potentially due to small sample size, suggesting a need for multi-institutional evaluation.
  • Qualitative findings revealed previously unrecognized barriers to eBook implementation.
  • This knowledge can inform future eBook development and implementation across medical specialties and settings.