Learner-generated

BACKGROUND: Using virtual patients, facilitated by natural language processing, provides a valuable educational experience for learners. Generating a large, varied sample of realistic and appropriate responses for virtual patients is challenging. Artificial intelligence (AI) programs can be a viable source for these responses, but their utility for this purpose has not been explored. OBJECTIVE: In this study, we explored the effectiveness of generative AI (ChatGPT) in developing realistic virtual standardized patient dialogues to teach prenatal counseling skills...

It is crucial to identify cognitive mechanisms that support knowledge growth. One such mechanism that is known to improve learning outcomes is generative processing: the construction of novel information beyond what is directly taught. In this study of college students, we investigate the learning outcomes associated with the generative process of self-derivation through integration, the integration of multiple related facts to generate novel information. We compare the effects of self-derivation versus an active rephrase control condition on retrieval, application, and organization of neuroscience classroom content...

PURPOSE: As the field of digital education expands, it is important to understand the benefit to the creator of such resources as well as the user. This study sought to understand the resident's experience with writing a medical podcast script in contrast to creating lecture-based teaching presentations. We aimed to explore the motivation behind the resident's voluntary participation and provide an example and framework to residency programs looking to enhance their resident as teacher curricula with the use of digital education...

Teachers and students often report using examples to support learning. Research has shown benefits of viewing provided examples and generating examples during declarative concept learning; however, there is less work showing clear benefits when learners generate their own examples on comprehension measures while students are attempting to learn from expository science texts. The present study tested whether generating examples would be useful for improving comprehension and comprehension monitoring in the context of an undergraduate science course...

Identifying the epistemic emotions of learner-generated reviews in massive open online courses (MOOCs) can help instructors provide adaptive guidance and interventions for learners. The epistemic emotion identification task is a fine-grained identification task that contains multiple categories of emotions arising during the learning process. Previous studies only consider emotional or semantic information within the review texts alone, which leads to insufficient feature representation. In addition, some categories of epistemic emotions are ambiguously distributed in feature space, making them hard to be distinguished...

For decades, AI applications in education (AIEd) have shown how AI can contribute to education. However, a challenge remains: how AIEd, guided by educational knowledge, can be made to meet specific needs in education, specifically in supporting learners' autonomous learning. To address this challenge, we demonstrate the process of developing an AI-applied system that can assist learners in studying autonomously. Guided by a Learner-Generated Context (LGC) framework and development research methodology (Richey and Klein in J Comput High Educ 16(2):23-38, https://doi...

Learning from video lectures is becoming a prevalent learning activity in formal and informal settings. However, relatively little research has been carried out on the interactions of learning strategies and social environment in learning from video lectures. The present study addresses this gap by examining whether learner-generated explanations and co-learner presence with or without nonverbal praise independently and interactively affected learning from a self-paced video lecture about infectious diseases...

The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterwards and after 4-6 weeks to assess its sustainability...

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Peer learning is not fully developed or researched in online and hybrid higher education. This research analyses a peer learning experience in the asynchronous part of hybrid teaching, in one of the largest blended universities in Europe, promoting students to act as teachers of their peers, by preparing digital content (videos) for the course. This article studies whether there are behaviour patterns and different perceptions associated between students who act as teachers, and those who only act as students...

A large body of research has shown that engaging in self-explanation improves learning across a range of tasks. It has been proposed that the act of explaining draws attention and cognitive resources towards evidence that supports good explanations-information that is broad, abstract, and consistent with prior knowledge-which in turn aids discovery and promotes generalization. However, it remains unclear whether explanation impacts the learning process via improved hypothesis generation, increasing the probability that the most generalizable hypotheses are considered in the first place, or hypothesis evaluation, the appraisal of such hypotheses in light of observed evidence...

It is often claimed that languages with more non-native speakers tend to become morphologically simpler, presumably because non-native speakers learn the language imperfectly. A growing number of studies support this claim, but there is a dearth of experiments that evaluate it and the suggested explanatory mechanisms. We performed a large-scale experiment which directly tested whether imperfect language learning simplifies linguistic structure and whether this effect is amplified by iterated learning. Members of 45 transmission chains, each consisting of 10 one-person generations, learned artificial mini-languages and transmitted them to the next generation...

PURPOSE: To develop a technology-enhanced education methodology with competency-based evaluation for radiation therapy treatment planning. The education program is designed for integration in the existing framework of Commission on Accreditation of Medical Physics Education Programs (CAMPEP) accredited medical physics residency programs. METHODS AND MATERIALS: This education program pairs an accessible, multi-institutional infrastructure with established medical education evaluation tools to modernize treatment planning education...

An important dimension of Direct Instruction (DI) programs involves teaching conceptual behavior related to broadly applicable generalizations of a content domain. The current article outlines the necessary components for teaching a concept in any domain. The first step (1) is to conduct a concept analysis of the critical features that define the concept, as well as the features that vary from instance to instance of the concept. From this prescription we must (2) develop a range of typical and far-out examples of the concept that illustrate both the critical and variable features, (3) develop a minimum rational set of close-in nonexamples of the concept, each of which is missing only one critical feature, (4) develop matched example/nonexample pairs to highlight the critical feature missing in each example, and (5) develop additional examples and nonexamples that may be needed to produce the desired discriminations...

PURPOSE: Few studies have examined medical residents' and fellows' (trainees) direct experience of unprofessional behavior in clinical learning environments (CLE). The purpose of this study was to create a taxonomy of unprofessional behavior in CLEs using critical incidents gathered from trainees. METHOD: In step 1 (data collection), the authors collected 382 critical incidents from trainees at more than a dozen CLEs over a six-year period (2013-2019). In step 2 (model generation), nine subject matter experts (SMEs) sorted the incidents into homogenous clusters and this structure was tested with principal components analysis (PCA)...

In recent years, the prevalence of technological advances has led to an enormous and ever-increasing amount of data that are now commonly available in a streaming fashion. In such nonstationary environments, the underlying process generating the data stream is characterized by an intrinsic nonstationary or evolving or drifting phenomenon known as concept drift. Given the increasingly common applications whose data generation mechanisms are susceptible to change, the need for effective and efficient algorithms for learning from and adapting to evolving or drifting environments can hardly be overstated...

This learning activity looks at the changes that have taken place in professional development both in terms of the background of learners Generation Z, Generation Y, and the types of learning that are available as more and more professional learning opportunities are online. Online learning has become the new normal but how fast are we adopting and encouraging the mix of learners working in medical illustration and healthcare generally to access online professional development opportunities?

INTRODUCTION: As a result of the COVID-19 pandemic, the authors rapidly transitioned an in-person, learner-led medical education journal club (MEJC) to the virtual environment. The "interactive, no-prep" approach, using breakout rooms within a videoconferencing system, required no prior learner preparation. METHODS: From March to May 2020, learners were invited to participate in a monthly 60-minute virtual MEJC. A needs assessment survey informed article selection...

INTRODUCTION: As a result of the COVID-19 pandemic, the authors rapidly transitioned an in-person, learner-led medical education journal club (MEJC) to the virtual environment. The "interactive, no-prep" approach, using breakout rooms within a videoconferencing system, required no prior learner preparation. METHODS: From March to May 2020, learners were invited to participate in a monthly 60-minute virtual MEJC. A needs assessment survey informed article selection...

Gross anatomy dissection in contemporary medical education must balance the traditional value of learning from the cadaver with the possibilities created by the use of digital tools as supplemental resources that personalize and deepen the student learning experience. This study broadly examined the design, implementation, and use of AnatomyShare, a novel iPad application employing learner-generated content that allows students to securely share annotated images of their dissections with each other and take faculty-generated image-based quizzes during their first-year medical school gross anatomy course...