Please use this identifier to cite or link to this item: http://ahro.austin.org.au/austinjspui/handle/1/10226
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dc.contributor.authorGarde, Sebastianen
dc.contributor.authorHeid, Jörnen
dc.contributor.authorHaag, Martinen
dc.contributor.authorBauch, Matthiasen
dc.contributor.authorWeires, Thorstenen
dc.contributor.authorLeven, Franz Josefen
dc.date.accessioned2015-05-15T23:36:32Z
dc.date.available2015-05-15T23:36:32Z
dc.date.issued2006-08-30en
dc.identifier.citationInternational Journal of Medical Informatics 2006; 76(2-3): 124-9en
dc.identifier.govdoc16938487en
dc.identifier.otherPUBMEDen
dc.identifier.urihttp://ahro.austin.org.au/austinjspui/handle/1/10226en
dc.description.abstractComputer-based training (CBT) systems offer the potential to efficiently support modern teaching and learning. However, it is still unknown if a similar efficient learning experience built on sound learning theories and corresponding design principles can be created in the complex health care environment. The purpose of this paper is to analyse to what extent learning theories and corresponding design principles are relevant and can successfully be applied in computer-based training in medicine.We use the case-based CBT system CAMPUS as an example for a CBT system currently used to enhance the medical teaching and learning experience. We apply two well-accepted learning theories (Bloom's taxonomy and practice fields) and related design principles to determine to what extent they are relevant and fulfilled in the context of CAMPUS.We demonstrate that in principle these learning theories and design principles can be implemented using computer-based training. However, not all design principles can be fulfilled by the system alone; rather the integration of the system into adequate -- traditional or virtual -- teaching and learning environments is essential.Traditional learning theories and design principles are a valuable means in designing adequate CBT systems in medicine. They can be successfully implemented in CBT systems for medical education if the system itself is adequately integrated into teaching and learning environments.en
dc.language.isoenen
dc.subject.otherComputer-Assisted Instructionen
dc.subject.otherEducation, Medical.methodsen
dc.subject.otherHumansen
dc.subject.otherLearningen
dc.subject.otherMedical Informatics Applicationsen
dc.subject.otherModels, Educationalen
dc.subject.otherMultimediaen
dc.subject.otherProblem-Based Learningen
dc.subject.otherSoftwareen
dc.subject.otherUser-Computer Interfaceen
dc.titleCan design principles of traditional learning theories be fulfilled by computer-based training systems in medicine: the example of CAMPUS.en
dc.typeJournal Articleen
dc.identifier.journaltitleInternational journal of medical informaticsen
dc.identifier.affiliationHealth Informatics Research Group, Faculty of Business and Informatics, Central Queensland University, Austin Centre for Applied Clinical Informatics, Austin Health, Heidelberg, VIC, Australiaen
dc.identifier.affiliations.garde@cqu.edu.auen
dc.identifier.doi10.1016/j.ijmedinf.2006.07.009en
dc.description.pages124-9en
dc.relation.urlhttp://www.ncbi.nlm.nih.gov/pubmed/16938487en
Appears in Collections:Journal articles

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