Cognitive Style and Mobile Technology in E-Learning in Undergraduate Medical Education- a Randomized Controlled Trial of Otolaryngology-Head and Neck Surgery

  • Lee, Li-Ang (PI)
  • Chuang, Cheng-Keng (CoPI)
  • Huang, Chung Guei (CoPI)
  • Li, Hsueh-Yu (CoPI)
  • Wang, Shu Ling (CoPI)

Project: National Science and Technology CouncilNational Science and Technology Council Academic Grants

Project Details


Background: New designs of 6-year undergraduate medical education (UME) mainly include (1) integral curricula of body organ system, (2) multiple methods of clinical teaching and assessment, and (3) generalism in UME. UME is meant to enable graduates to become undifferentiated general physicians. Accompany with decreasing educational hours in the classrooms and hospital, essential but minor components of primary healthcare such as ophthalmology and otolaryngology-head and neck surgery (ORLHNS) is disproportionately under-represented in UME. In Canada, substantial downstream effects on managing ORLHNS problems have been noted in family medicine residents. In order to improve learning insufficiency and enhance clinical competency without increasing extra-hours in the classrooms and hospitals, novel medical education stresses on enabling self-directory learning and increasing learning hours outside the classrooms. Accordingly, we hypothesize that innovations in educational technology can enhance the learning outcomes of OtoHNS. Purposes: This study is aimed to (1) setup up a mobile technology in e-learning (MTEL) that can provide instant, interactive and reliable information, (2) to determine whether MTEL is an effective tool for the instruction of ORLHNS, and (3) to compare effects of different cognitive styles on learning outcomes of MTEL with various modules of medical education. Material and Methods: This is a randomized controlled trial. Firstly, we will setup a e-learning platform of emergent ORLHNS disorders with translating into an APP function that can execute in mobile devices. We will enroll 10 academic physicians and 10 junior residents for assistance in developing, evaluating, and improving the e-learning instruction. Secondly, we will recruit 60 UME students without previous training in ORLHNS to undergo the Group Embedded Figures Test to determine their cognitive styles such as field dependence or field-independence. After blinded randomization, students are instructed on two modules of emergent ORLHNS disorders, using either a standard e-learning of text-figure PowerPoint show or an interactive multimedia module. Subjects are evaluated on emergent ORLHNS disorders using a text-based assessment and a multimedia assessment take place prior to and following instruction. Anticipating Outcome: This study can (1) establish a MTEL of ORLHNS that can deliver an innovatively mobile e-learning to supplement the deficiency of the classroom hours, (2) confirm MTEL can enhance the efficiency of the instruction of ORLHNS, and (3) understand differences in learning outcomes of MTEL with various modules of medical education between field dependence and filed independence using this platform.

Project IDs

Project ID:PF10406-2999
External Project ID:MOST104-2511-S182-010
Effective start/end date01/08/1531/07/16


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