title: Preparation With Web-Based Observational Practice Improves Efficiency of Simulation-Based Mastery Learning.
abstract: BACKGROUND
  Our current understanding of what results in effective simulation-based training is restricted to the physical practice and debriefing stages, with little attention paid to the earliest stage: how learners are prepared for these experiences. This study explored the utility of Web-based observational practice (OP) -featuring combinations of reading materials (RMs), OP, and collaboration- to prepare novice medical students for a simulation-based mastery learning (SBML) workshop in central venous catheterization.
  
  
  METHODS
  Thirty medical students were randomized into the following 3 groups differing in their preparatory materials for a SBML workshop in central venous catheterization: a control group with RMs only, a group with Web-based groups including individual OP, and collaborative OP (COP) groups in addition to RM. Preparation occurred 1 week before the SBML workshop, followed by a retention test 1-week afterward. The impact on the learning efficiency was measured by time to completion (TTC) of the SBML workshop. Web site preparation behavior data were also collected.
  
  
  RESULTS
  Web-based groups demonstrated significantly lower TTC when compared with the RM group, (P = 0.038, d = 0.74). Although no differences were found between any group performances at retention, the COP group spent significantly more time and produced more elaborate answers, than the OP group on an OP activity during preparation.
  
  
  CONCLUSIONS
  When preparing for SBML, Web-based OP is superior to reading materials alone; however, COP may be an important motivational factor to increase learner engagement with instructional materials. Taken together, Web-based preparation and, specifically, OP may be an important consideration in optimizing simulation instructional design.
authors.affiliation: From the Wilson Centre (J.J.H.C.), Faculty of Medicine, University of Toronto; SickKids Learning Institute (J.J.H.C.), The Hospital for Sick Children, Toronto, ON, Canada; Changi Simulation Institute (J.K.), Changi General Hospital, Singapore, Singapore; Department of Curriculum (C.B.), Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto; Department of Surgery (D.J.B.), University of Toronto, Toronto; Faculty of Business and Information Technology (B.K.), University of Ontario Institute of Technology, Oshawa; and Discipline of Emergency Medicine (A.D.), Faculty of Medicine, Memorial University of Newfoundland, St. John's, NL, Canada.
authors.forename: Jeffrey J H
authors.initials: JJ
authors.lastname: Cheung
authors.forename: Jansen
authors.initials: J
authors.lastname: Koh
authors.forename: Clare
authors.initials: C
authors.lastname: Brett
authors.forename: Darius J
authors.initials: DJ
authors.lastname: Bägli
authors.forename: Bill
authors.initials: B
authors.lastname: Kapralos
authors.forename: Adam
authors.initials: A
authors.lastname: Dubrowski
mesh_terms: D002983:Clinical Competence; D004504:Education, Medical, Undergraduate; D006801:Humans; D020407:Internet; D058996:Quality Improvement; D000066908:Simulation Training / Q000592:standards*; D013337:Students, Medical; D014741:Video Recording