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How does collaborative 3D screen-based computer simulation training influence diagnostic skills of radiographic images and peer communication?
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Medicine, Department of Odontology.
Umeå University, Faculty of Medicine, Department of Odontology.
2012 (English)In: Contemporary Educational Technology, ISSN 1309-517X, Vol. 3, no 4, 293-307 p.Article in journal (Refereed) Published
Abstract [en]

This study compares the influence of two learning conditions – a screen-based virtual reality radiology simulator and a conventional PowerPoint slide presentation – that teach radiographic interpretation to dental students working in small collaborative groups. The study focused on how the students communicated and how proficient they became at radiographic interpretation. The sample consisted of 36 participants – 20 women and 16 men – and used a pretest/posttest group design with the participants randomly assigned to either a simulation-training group (SIM) or conventional-training group (CON) with three students in each collaborative group. The proficiency tests administered before and after training assessed interpretations of spatial relations in radiographs using parallax. The training sessions were video-recorded. The results showed that SIM groups exhibited significant development between pretest and posttest results, whereas the CON groups did not. The collaboration in the CON groups involved inclusive peer discussions, thorough interpretations of the images, and extensive use of subject-specific terminology. The SIM group discussions were much more fragmented and included more action proposals based on their actions with the simulator. The different learning conditions produced different results with respect to acquiring understanding of radiographic principles.

Place, publisher, year, edition, pages
Eskişehir, Turkey: Anadolu University , 2012. Vol. 3, no 4, 293-307 p.
Keyword [en]
Educational computer based simulations, Collaborative learning, Health care education, 3D Simulations, Peer communication
National Category
URN: urn:nbn:se:umu:diva-61140OAI: diva2:565269
Available from: 2012-11-07 Created: 2012-11-06 Last updated: 2013-01-24Bibliographically approved
In thesis
1. Developing educational computer-assisted simulations: Exploring a new approach to researching learning in collaborative health care simulation contexts
Open this publication in new window or tab >>Developing educational computer-assisted simulations: Exploring a new approach to researching learning in collaborative health care simulation contexts
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Health care education is developing and simulations, in different guises, are gaining increasing attention as a means of overcoming tensions between instructional models and educational objectives. The role of simulations is, however, yet to be fully defined and will be dependent on the actual impact simulations on educational practice. Research need to better understand this impact and contribute to developing simulation practices. There is, therefore, a strong need for research that can balance scientific stringency and practical utility. This presents a challenge in a field that is biased in favor of laboratory experiments where theoretical accounts are also rare. This thesis explores a new theoretical and methodological approach, as a means of meeting this challenge. It draws upon Rose Luckin's Ecology of Resources framework for redesigning learning contexts (2010) and it attempts to explore relations between learning context, learner interactions, and learning outcomes, in order to identify opportunities for the development of educational simulation practice. In researching different types of health care simulations in their own right, arguments have been made that it is necessary to strive for smaller and more useful generalizations. In response to this challenge, this thesis delineates one type of simulation context: collaborative educational computer-assisted simulation (ECAS) in health care education. After reviewing previous research on related topics, a model of this type of context has been developed. Based on this general model, the particular subfield of collaborative radiology in ECAS has been analyzed and researched. Four articles on this topic present empirical contributions that address different relations between context, learner interactions, and learning outcomes in collaborative radiology in ECAS. The first one explores how moving from a static tool to an ECAS changes what learners talk about, how they talk about it, and how they develop during training. The second one explores in more detail relations between the features of ECAS, the content of learner interactions, and the impact on learning. The third one explores how context design impacts peer interaction, and the fourth compares more and less successful groups in order to identify needs and opportunities for development of the learning context. The empirical data are used to discuss relations between learning context, learner interactions, and learning outcomes, and how collaborative scripts may be potentially useful in the development of collaborative ECAS in health care education. Such scripts could support for instance explicit dialogue about relations between context-dependent doing and subject-specific principles, thorough engagement with simulation feedback and inclusion of all simulations participants. A new path for health care simulation research is suggested, including a move beyond laboratory experiments towards dealing with the messiness of actual educational practice, a move beyond universal generalizations towards smaller-scale context considerate and more practically useful generalizations.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2013. 140 p.
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 103
education, computer simulation, collaboration, health care, context, design, ecology of resources.
National Category
Educational Sciences
Research subject
urn:nbn:se:umu:diva-64296 (URN)978-91-7459-555-0 (ISBN)
Public defence
2013-02-15, Humanisthuset, Hörsal F, Umeå universitet, Umeå, 10:00 (Swedish)
Learning Radiology in Simulated Environments
Available from: 2013-01-25 Created: 2013-01-22 Last updated: 2013-02-01Bibliographically approved

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Söderström, TorHäll, LarsNilsson, ToreAhlqvist, Jan
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