Conditions-Based Learning Theory as a Framework for Comparative-Effectiveness Reviews: A Worked Example

References

• Salerno S, Alguire C, Waxman S. Competency in interpretation of 12-lead electrocardiograms: A summary and appraisal of published evidence. Ann Intern Med. 2003;138:751–760. doi:10.7326/0003-4819-138-9-200305060-00013. PMID:12729431.
   PubMed Web of Science ®Google Scholar
• Fent G, Gosai J, Purva M. Teaching the interpretation of electrocardiograms: Which method is best? J Electrocardiol. 2015;48:190–193. doi:10.1016/j.jelectrocard.2014.12.014. PMID:25573481.
   PubMed Web of Science ®Google Scholar
• Morrison G, Ross S, Kalman H, et al. Designing Effective Instruction. 7th ed. London: Wiley; 2012.
   Google Scholar
• Davis D, O'Brien T, Freemantle N, et al. Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA. 1999;282:867–874. doi:10.1001/jama.282.9.867. PMID:10478694.
   PubMed Web of Science ®Google Scholar
• Cook D, Levinson A, Garside S, et al. Internet-based learning in the health professions: A meta-analysis. JAMA. 2008;300:1181–1196. doi:10.1001/jama.300.10.1181. PMID:18780847.
   PubMed Web of Science ®Google Scholar
• Cook D. If you teach them, they will learn: Why medical education needs comparative effectiveness research. Adv Health Sci Educ. 2012;17:305–310. doi:10.1007/s10459-012-9381-0.
   PubMed Web of Science ®Google Scholar
• Farrow R, Norman G. The effectiveness of PBL: The debate continues. Is meta-analysis helpful? Med Educ. 2003;37:1131–1132. doi:10.1046/j.1365-2923.2003.01725.x. PMID:14984123.
   PubMed Web of Science ®Google Scholar
• Regehr G. It's NOT rocket science: Rethinking our metaphors for research in health professions education. Med Educ. 2010;44:31–39. doi:10.1111/j.1365-2923.2009.03418.x. PMID:20078754.
   PubMed Web of Science ®Google Scholar
• Norman G, van der Vleuten P, Newble I. (Eds.). International Handbook of Research in Medical Education (Vol. 7). London, UK: Springer Science & Business Media; 2012.
   Google Scholar
• Abdulrahman K, Mennin S, Harden R, et al. (Eds.). Routledge International Handbook of Medical Education. New York, NY: Routledge; 2015.
   Google Scholar
• Goulart J, Quigley E, Dusza S, et al. Skin cancer education for primary care physicians: A systematic review of published evaluated interventions. J Gen Intern Med. 2011;26:1027–1035. doi:10.1007/s11606-011-1692-y. PMID:21472502.
   PubMed Web of Science ®Google Scholar
• Rourke L, Oberholtzer S, Chatterly P, et al. Learning to detect, categorize, and identify skin lesions: A meta-analysis. JAMA Dermato. 2015;151:293–301. doi:10.1001/jamadermatol.2014.3300.
   PubMed Web of Science ®Google Scholar
• Cook D, Erwin P, Triola M. Computerized virtual patients in health professions education: A systematic review and meta-analysis. Acad Med. 2010;85:1589–1602. doi:10.1097/ACM.0b013e3181edfe13. PMID:20703150.
   PubMed Web of Science ®Google Scholar
• Cook D, Hamstra S, Brydges R, et al. Comparative effectiveness of instructional design features of simulation-based education: Systematic review and analysis. Med Teach. 2013;35:e867–898. doi:10.3109/0142159X.2012.714886. PMID:22938677.
   PubMed Web of Science ®Google Scholar
• Cook D, Levinson A, Garside S, et al. Instructional design variations in internet-based learning for health professions education: A systematic review and meta-analysis. Acad Med. 2010;85:909–922. doi:10.1097/ACM.0b013e3181d6c319. PMID:20520049.
   PubMed Web of Science ®Google Scholar
• Ritchie R, Klein J, Tracey M. Conditions-based theory. In: Ritchie R, Klein J, Tracy M., eds. The Instructional Design Knowledge Base. New York, NY: Routledge; 2011:104–128.
   Google Scholar
• Reigeluth C. Instructional Design, Theories, and Models: A New Paradigm of Instructional Theory. London, UK: Erlbaum; 1999.
   Google Scholar
• Merrill D. Instructional Design Theory. Englewood Cliffs, NJ: Educational Technology Publications; 1994.
   Google Scholar
• van Merriënboer J, Kirschner P. Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design. London, UK: Erlbaum; 2007.
   Google Scholar
• Gagne R. The Conditions of Learning. 4th ed. New York, NY: Holt, Rinehart & Winston; 1985.
   Google Scholar
• Kadish H, Buxton E, Kennedy L, et al. ACC/AHA clinical competence statement on electrocardiography and ambulatory electrocardiography: A report of the ACC/AHA/ACP—ASIM Task Force on Clinical Competence (ACC/AHA Committee to Develop a Clinical Competence Statement on Electrocardiography and Ambulatory Electrocardiography). Endorsed by the International Society for Holter and Noninvasive Electrocardiology. J Am Coll Cardiol. 2001;38:2091–2100. doi:10.1016/S0735-1097(01)01680-1. PMID:11738321.
   PubMed Web of Science ®Google Scholar
• Reed D, Beckman T, Wright S, et al. Predictive validity evidence for medical education research study quality instrument scores: Quality of submissions to JGIM's Medical Education Special Issue. J Gen Intern Med. 2008;23:903–907. doi:10.1007/s11606-008-0664-3. PMID:18612715.
   PubMed Web of Science ®Google Scholar
• Blissett S, Rodrigo C, Matthew S. ECG rhythm analysis with expert and learner-generated schemas in novice learners. Adv Health Sci Edu. 2015;20:915–933. doi:10.1007/s10459-014-9572-y.
   PubMed Web of Science ®Google Scholar
• Bojsen S, Räder S, Holst A, et al. The acquisition and retention of ECG interpretation skills after a standardized web-based ECG tutorial–a randomised study. BMC Med Edu. 2015;15:1. http://bmcmededuc.biomedcentral.com/articles/ 10.1186/s12909-015-0319-0.
   PubMed Web of Science ®Google Scholar
• Burke J, Gnall E, Umrudden Z, et al. Critical analysis of a computer-assisted tutorial on ECG interpretation and its ability to determine competency. Med Teach. 2008;30:e41–e48. doi:10.1080/01421590801972471. PMID:18464131.
   PubMed Web of Science ®Google Scholar
• Cuddy T, Kaufman B. A comparison between a programmed text and a lecture course in electrocardiography. Can Med Assoc J. 1970;102:971–972. PMID:5538499.
   PubMed Web of Science ®Google Scholar
• Dong R, Yang X, Xing B, et al. Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical students. Int J Clin and Exp Med. 2015;8:7794–7801.
   PubMed Web of Science ®Google Scholar
• Fukushima M, Inoue M, Fukunami M, et al. Computer-assisted education system for arrhythmia (CAESAR). Comput Biomed Res. 1984;17:376–388. doi:10.1016/0010-4809(84)90047-8. PMID:6383704.
   PubMedGoogle Scholar
• Grum C., Gruppen L., Woolliscroft J. The influence of vignettes on EKG interpretation by third-year students. Acad Med. 1993;68;S61–3. doi:10.1097/00001888-199310000-00047. PMID:8216635.
   PubMed Web of Science ®Google Scholar
• Hatala R, Brooks L, Norman G. Practice makes perfect: The critical role of mixed practice in the acquisition of ECG interpretation skills. Adv Health Sci Edu. 2013;8:17–26. doi:10.1023/A:1022687404380.
   PubMedGoogle Scholar
• Holthaus A. 3D application effectiveness on nursing students' level of electrocardiogram knowledge. [dissertation]. Tuscaloosa: University of Alabama; 2014.
   Google Scholar
• Jang K, Hwang S, Park S, et al. Effects of a web-based teaching method on undergraduate nursing students' learning of electrocardiography. J Nurs Educ. 2005;4:35–38.
   Google Scholar
• Jericho B, DeChristopher P, Schwartz D. A structured educational curriculum for residents in the anesthesia preoperative evaluation clinic. Internet J of Anesthesiol. 2009;22:1–6.
   Google Scholar
• Jordan J, Jalali A, Clarke S, et al. Asynchronous versus didactic education: It's too early to throw in the towel on tradition. BMC Med Edu. 2013;13:1. http://bmcmededuc.biomedcentral.com/articles/ 10.1186/1472-6920-13-105.
   PubMed Web of Science ®Google Scholar
• Lamb M, Henderson M. Comparison of two methods for teaching advanced arrhythmias to nurses. J Contin Educ Nurs. 1993;24:221–226. PMID:8408860.
   PubMedGoogle Scholar
• Nilsson M, Bolinder G, Held C, et al. Evaluation of a web-based ECG-interpretation programme for undergraduate medical students. BMC Med Edu. 2008;8:1. Available: https://www.ncbi.nlm.nih.gov/pubmed/18430256
   PubMed Web of Science ®Google Scholar
• Owen S, Hall R, Anderson J, et al. Programmed learning in medical education. An experimental comparison of programmed instruction by teaching machine with conventional lecturing in the teaching of electrocardiography to final year medical students. Postgrad Med J. 1965;41:201–205. doi:10.1136/pgmj.41.474.201. PMID:4951206.
   PubMedGoogle Scholar
• Pickham D, Shinn J, Chan Funk M, et al. Quasi-experimental study to improve nurses' QT-interval monitoring: Results of QTIP study. Am J Crit Care. 2012;21:195–200. doi:10.4037/ajcc2012245. PMID:22549576.
   PubMed Web of Science ®Google Scholar
• Pourmand A, Tanski M, Davis S, et al. Educational technology improves ECG interpretation of acute myocardial infarction among medical students and emergency medicine residents. West J Emerg Med. 2015;16:133–137. doi:10.5811/westjem.2014.12.23706. PMID:25671022.
   PubMed Web of Science ®Google Scholar
• Raupach T, Brown J, Wieland A, et al. Should we pay the student? A randomised trial of financial incentives in medical education. Med Teach. 2013;35:760–766. doi:10.3109/0142159X.2013.801942. PMID:23808527.
   PubMed Web of Science ®Google Scholar
• Roy N, Burgess B, McCann S, et al. Observing the impact and retention of an electrocardiogram interpretation module on first year emergency medicine residents. Proceedings of the Society for Academic Emergency Medicine Annual Meeting. 2011;18:S58–S59.
   Google Scholar
• Rubinstein J, Dhoble A, Ferenchick G. Puzzle based teaching versus traditional instruction in electrocardiogram interpretation for medical students—a pilot study. BMC Med Edu. 2009;9:1. https://www.ncbi.nlm.nih.gov/pubmed/19144134.
   PubMed Web of Science ®Google Scholar
• Stretton T, Hall R, Owen S. Programmed instruction in medical education: Comparison of teaching machine and programmed textbook. Med Educ. 1967;1:165–168. doi:10.1111/j.1365-2923.1967.tb01693.x.
   Google Scholar
• Spiva L, Johnson K, Robertson B, et al. The effectiveness of nurses' ability to interpret basic electrocardiogram strips accurately using different learning modalities. J Contin Educ Nurs. 2012;43:81–89. doi:10.3928/00220124-20111011-02. PMID:21985075.
   PubMed Web of Science ®Google Scholar
• Van Arsdale S. Teaching basic dysrhythmias: What is the best approach? J Contin Educ Nurs. 1998;29:217–220. PMID:9923231.
   PubMedGoogle Scholar
• Varvaroussis D, Kalafati M, Pliatsika P, et al. Comparison of two teaching methods for cardiac arrhythmia interpretation among nursing students. Resuscitation. 2014;85:260–265. doi:10.1016/j.resuscitation.2013.09.023. PMID:24128798.
   PubMed Web of Science ®Google Scholar
• Zhang H, Hsu L. The effectiveness of an education program on nurses' knowledge of electrocardiogram interpretation. Int J Emerg Nurs. 2013;21:247–251.
   PubMed Web of Science ®Google Scholar
• Polanin J, Tanner-Smith E, Hennesy E. Estimating the difference between published and unpublished effect sizes: A meta-review. Review Edu Research. 2016;86:207–236.
   Web of Science ®Google Scholar
• van de Ridder J, McGaghie W, Stokking K, et al. Variables that affect the process and outcome of feedback, relevant for medical training: A meta-review. Med Educ. 2015;49:658–673. PMID:26077214.
   PubMed Web of Science ®Google Scholar
• Ark T, Brooks L, Eva K. Giving learners the best of both worlds: Do clinical teachers need to guard against teaching pattern recognition to novices? Acad Med. 2006;81:405–409. PMID:16565197.
   PubMed Web of Science ®Google Scholar
• Norman G, Brooks L, Colle L, et al. The benefit of diagnostic hypotheses in clinical reasoning: Experimental study of an instructional intervention for forward and backward reasoning. Cogn Instr. 1999;17:433–448.
   Web of Science ®Google Scholar
• Pines JM, Perina DG, Brady WJ. Electrocardiogram interpretation training and competency assessment in emergency medicine residency programs. Academic emergency medicine. 2004;11:982–984.
   PubMed Web of Science ®Google Scholar