Expert Modeling, Expert/Self-Modeling Versus Lecture: A Comparison of Learning, Retention, and Transfer of Rescue Skills in Health Professions Students

Authors

Suzan Kardong-Edgren, Boise State University
Ann Butt, Boise State UniversityFollow
Rosemary Macy, Boise State UniversityFollow
Sarah Harding, Boise State University
Caleb J. Roberts, Boise State University
Alexandra Waddell, Boise State University
Amanda Erickson, Boise State University

Document Type

Article

Publication Date

4-2015

Abstract

Background: It is unclear whether traditional lecture followed by simulation leads to the best learning and knowledge and skill retention over time. Method: A 3×4 mixed design study used three modes of education—traditional lecture with self-guided learning, expert modeling/dual viewing with brief questioning, and expert plus self-modeling—at four time points to compare knowledge, time to treat, and correct steps over time. Results: No significant differences were found in knowledge or time to treat between training methods. An expert modeling/ dual viewing group with brief questioning performed more steps correctly (p = 0.05) than did the other two groups. Conclusion: Expert modeling may help students remember and perform a complex series of tasks in a scenario. Further research is needed to explore expert modeling for novice learners.

Comments

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Publication Information

Kardong-Edgren, Suzan; Butt, Ann; Macy, Rosemary; Harding, Sarah; Roberts, Caleb J.; Waddell, Alexandra; and Erickson, Amanda. (2015). "Expert Modeling, Expert/Self-Modeling Versus Lecture: A Comparison of Learning, Retention, and Transfer of Rescue Skills in Health Professions Students". Journal of Nursing Education, 54(4), 185-190. https://doi.org/10.3928/01484834-20150318-01