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Personalisation and embodiment in e‐Learning for health professionals: A randomised controlled trial.

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Title: Personalisation and embodiment in e‐Learning for health professionals: A randomised controlled trial.
Authors: Skrupky, Lee P., Stevens, Ryan W., Virk, Abinash, Tande, Aaron J., Oyen, Lance J., Cook, David A.
Source: Medical Education. May2024, Vol. 58 Issue 5, p566-574. 9p.
Subjects: Pneumonia, Antibiotics, Academic medical centers, Satisfaction, Research funding, Course evaluation (Education), Statistical sampling, Questionnaires, Randomized controlled trials, Descriptive statistics, Hospitals, Professions, Motivation (Psychology), Nurse practitioners, Online education, Attitudes of medical personnel, Computer assisted instruction, Learning strategies, Comparative studies, Physicians, Confidence intervals
Abstract: Purpose: Mayer's theory of multimedia learning proposes that personalisation and embodiment (P/E) can improve outcomes in e‐Learning. The authors hypothesised that an e‐Learning module enhanced by P/E principles would lead to higher knowledge, perceived P/E and motivation among health care professionals, compared with an unenhanced module. Methods: The authors conducted a randomised trial comparing two versions of a 30‐minute multimedia e‐Learning module addressing the antibiotic management of pneumonia. The unenhanced format used slides with voiceover (human voice but no visible speaker), formal language and no specific P/E strategies. The enhanced format additionally implemented P/E strategies including conversational style, polite language, visible author, social congruence, human‐like presence and professional presence by subtly changing the script and substituting several short videos of subject matter experts. Participants included pharmacists, physicians and advanced practice providers from three academic and several community hospitals. Outcomes included knowledge, perceived P/E (assessed by the Congruence Personalisation Questionnaire, CPQ), motivation (assessed via the Instructional Materials Motivation Survey [IMMS] and Motivated Strategies for Learning Questionnaire [MSLQ]) and course satisfaction. Results: There were 406 participants including 225 pharmacists, 109 physicians and 72 advanced practice providers. Post‐module knowledge was slightly higher for the enhanced versus the unenhanced format, but the difference did not reach statistical significance (adjusted mean difference, 0.04 of 10 possible, [95% CI −0.26, 0.34], p = 0.78; Cohen d 0.02). Participant perceptions of P/E (measured via CPQ) were significantly greater for the enhanced format (difference 0.46 of 5 possible [0.35, 0.56], p < 0.001; Cohen d 0.85), as were motivational features of the e‐Learning course (measured via IMMS) (difference 0.14 of 5 possible [0.02, 0.26], p = 0.02; Cohen d 0.24). Participants' overall motivational orientation (measured via MSLQ) and course satisfaction were not significantly different between the two formats (p > 0.05). Conclusion: Application of P/E principles to an e‐Learning module led to greater perceived P/E and motivational features but did not influence knowledge. [ABSTRACT FROM AUTHOR]
Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Personalisation and embodiment in e‐Learning for health professionals: A randomised controlled trial.
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Skrupky%2C+Lee+P%2E%22&quot;&gt;Skrupky, Lee P.&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Stevens%2C+Ryan+W%2E%22&quot;&gt;Stevens, Ryan W.&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Virk%2C+Abinash%22&quot;&gt;Virk, Abinash&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Tande%2C+Aaron+J%2E%22&quot;&gt;Tande, Aaron J.&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Oyen%2C+Lance+J%2E%22&quot;&gt;Oyen, Lance J.&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Cook%2C+David+A%2E%22&quot;&gt;Cook, David A.&lt;/searchLink&gt;
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Medical+Education%22&quot;&gt;Medical Education&lt;/searchLink&gt;. May2024, Vol. 58 Issue 5, p566-574. 9p.
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Pneumonia%22&quot;&gt;Pneumonia&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Antibiotics%22&quot;&gt;Antibiotics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Academic+medical+centers%22&quot;&gt;Academic medical centers&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Satisfaction%22&quot;&gt;Satisfaction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Research+funding%22&quot;&gt;Research funding&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Course+evaluation+%28Education%29%22&quot;&gt;Course evaluation (Education)&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Statistical+sampling%22&quot;&gt;Statistical sampling&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Questionnaires%22&quot;&gt;Questionnaires&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Randomized+controlled+trials%22&quot;&gt;Randomized controlled trials&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Descriptive+statistics%22&quot;&gt;Descriptive statistics&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Hospitals%22&quot;&gt;Hospitals&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Professions%22&quot;&gt;Professions&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Motivation+%28Psychology%29%22&quot;&gt;Motivation (Psychology)&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Nurse+practitioners%22&quot;&gt;Nurse practitioners&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Online+education%22&quot;&gt;Online education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Attitudes+of+medical+personnel%22&quot;&gt;Attitudes of medical personnel&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Computer+assisted+instruction%22&quot;&gt;Computer assisted instruction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Learning+strategies%22&quot;&gt;Learning strategies&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Comparative+studies%22&quot;&gt;Comparative studies&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Physicians%22&quot;&gt;Physicians&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Confidence+intervals%22&quot;&gt;Confidence intervals&lt;/searchLink&gt;
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Mayer&#39;s theory of multimedia learning proposes that personalisation and embodiment (P/E) can improve outcomes in e‐Learning. The authors hypothesised that an e‐Learning module enhanced by P/E principles would lead to higher knowledge, perceived P/E and motivation among health care professionals, compared with an unenhanced module. Methods: The authors conducted a randomised trial comparing two versions of a 30‐minute multimedia e‐Learning module addressing the antibiotic management of pneumonia. The unenhanced format used slides with voiceover (human voice but no visible speaker), formal language and no specific P/E strategies. The enhanced format additionally implemented P/E strategies including conversational style, polite language, visible author, social congruence, human‐like presence and professional presence by subtly changing the script and substituting several short videos of subject matter experts. Participants included pharmacists, physicians and advanced practice providers from three academic and several community hospitals. Outcomes included knowledge, perceived P/E (assessed by the Congruence Personalisation Questionnaire, CPQ), motivation (assessed via the Instructional Materials Motivation Survey [IMMS] and Motivated Strategies for Learning Questionnaire [MSLQ]) and course satisfaction. Results: There were 406 participants including 225 pharmacists, 109 physicians and 72 advanced practice providers. Post‐module knowledge was slightly higher for the enhanced versus the unenhanced format, but the difference did not reach statistical significance (adjusted mean difference, 0.04 of 10 possible, [95% CI −0.26, 0.34], p = 0.78; Cohen d 0.02). Participant perceptions of P/E (measured via CPQ) were significantly greater for the enhanced format (difference 0.46 of 5 possible [0.35, 0.56], p &lt; 0.001; Cohen d 0.85), as were motivational features of the e‐Learning course (measured via IMMS) (difference 0.14 of 5 possible [0.02, 0.26], p = 0.02; Cohen d 0.24). Participants&#39; overall motivational orientation (measured via MSLQ) and course satisfaction were not significantly different between the two formats (p &gt; 0.05). Conclusion: Application of P/E principles to an e‐Learning module led to greater perceived P/E and motivational features but did not influence knowledge. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/medu.15198
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 566
    Subjects:
      – SubjectFull: Pneumonia
        Type: general
      – SubjectFull: Antibiotics
        Type: general
      – SubjectFull: Academic medical centers
        Type: general
      – SubjectFull: Satisfaction
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Course evaluation (Education)
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      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Randomized controlled trials
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Hospitals
        Type: general
      – SubjectFull: Professions
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Nurse practitioners
        Type: general
      – SubjectFull: Online education
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      – SubjectFull: Attitudes of medical personnel
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      – SubjectFull: Physicians
        Type: general
      – SubjectFull: Confidence intervals
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      – TitleFull: Personalisation and embodiment in e‐Learning for health professionals: A randomised controlled trial.
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            – D: 01
              M: 05
              Text: May2024
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