Validation of the three web quality dimensions of a minimally invasive surgery e-learning platform

INTRODUCTION E-learning web environments, including the new TELMA platform, are increasingly being used to provide cognitive training in minimally invasive surgery (MIS) to surgeons. A complete validation of this MIS e-learning platform has been performed to determine whether it complies with the three web quality dimensions: usability, content and functionality. METHODS 21 Surgeons participated in the validation trials. They performed a set of tasks in the TELMA platform, where an e-MIS validity approach was followed. Subjective (questionnaires and checklists) and objective (web analytics) metrics were analysed to achieve the complete validation of usability, content and functionality. RESULTS The TELMA platform allowed access to didactic content with easy and intuitive navigation. Surgeons performed all tasks with a close-to-ideal number of clicks and amount of time. They considered the design of the website to be consistent (95.24%), organised (90.48%) and attractive (85.71%). Moreover, they gave the content a high score (4.06 out of 5) and considered it adequate for teaching purposes. The surgeons scored the professional language and content (4.35), logo (4.24) and recommendations (4.20) the highest. Regarding functionality, the TELMA platform received an acceptance of 95.24% for navigation and 90.48% for interactivity. CONCLUSIONS According to the study, it seems that TELMA had an attractive design, innovative content and interactive navigation, which are three key features of an e-learning platform. TELMA successfully met the three criteria necessary for consideration as a website of quality by achieving more than 70% of agreements regarding all usability, content and functionality items validated; this constitutes a preliminary requirement for an effective e-learning platform. However, the content completeness, authoring tool and registration process required improvement. Finally, the e-MIS validity methodology used to measure the three dimensions of web quality in this work can be applied to other clinical areas or training fields.

[1]  Norman B Berman,et al.  Adoption of computer‐assisted learning in medical education: the educators’ perspective , 2012, Medical education.

[2]  Mark Louie-Johnsun,et al.  LESS (laparo‐endoscopic single‐site) nephrectomy: do the technical challenges make it MORE? , 2016, ANZ journal of surgery.

[3]  Antonio Gugliotta,et al.  Delivery of a urology online course using moodle versus didactic lectures methods , 2015, Int. J. Medical Informatics.

[4]  Enrico Vezzetti,et al.  Virtual interactive e‐learning application: An evaluation of the student satisfaction , 2015, Comput. Appl. Eng. Educ..

[5]  Aaron Oliker,et al.  Simulating video-assisted thoracoscopic lobectomy: a virtual reality cognitive task simulation. , 2011, The Journal of thoracic and cardiovascular surgery.

[6]  P. Kim,et al.  Current Trends in Pediatric Minimally Invasive Urologic Surgery , 2010, Korean journal of urology.

[7]  Sasiphan Nitayaprapha,et al.  Retaining Users in a Commercially-Supported Social Network , 2014 .

[8]  Stephen D. Sisson,et al.  How to improve medical education website design , 2010, BMC medical education.

[9]  Michael Y. Wang,et al.  An analysis of the differences in the acute hospitalization charges following minimally invasive versus open posterior lumbar interbody fusion. , 2010, Journal of neurosurgery. Spine.

[10]  María Fernanda Gómez-Ramírez Mf,et al.  Evaluación del mejoramiento de habilidades básicas para cirugía laparoscópica por medio del entrenamiento con un videojuego , 2014 .

[11]  Sebastian Linxen,et al.  Mobile learning in resource-constrained environments: A case study of medical education , 2013, Medical teacher.

[12]  Osbaldo Washington Turpo Gebera.  CRITERIOS DE VALORACIÓN SOBRE LA USABILIDAD PEDAGÓGICA EN LA FORMACIÓN CONTINUA DOCENTE , 2012 .

[13]  Francisco M. Sánchez-Margallo,et al.  Nuevas tecnologías en formación de cirugía de mínima invasión: ¿qué demandan los cirujanos? , 2013 .

[14]  Feza H. Remzi,et al.  Laparoscopic versus open colectomy for patients with American Society of Anesthesiology (ASA) classifications 3 and 4: the minimally invasive approach is associated with significantly quicker recovery and reduced costs , 2010, Surgical Endoscopy.

[15]  Marc Immenroth,et al.  Multimedia-based training on Internet platforms improves surgical performance: a randomized controlled trial , 2013, Surgical Endoscopy.

[16]  Andreas Bietenbeck,et al.  Development and alignment of undergraduate medical curricula in a web-based, dynamic Learning Opportunities, Objectives and Outcome Platform (LOOOP) , 2015, Medical teacher.

[17]  Azizeh K. Sowan,et al.  Evaluation of an interactive web-based nursing course with streaming videos for medication administration skills , 2014, Int. J. Medical Informatics.

[18]  Gemma Sinead Ryan,et al.  Evaluation of an educational website for parents of children with ADHD , 2015, Int. J. Medical Informatics.

[19]  Álvaro Rocha,et al.  Three-dimensional model for the global quality of a website , 2012, Int. J. Bus. Inf. Syst..

[20]  Ismael A. Salas de Armas,et al.  Current Trends in Pediatric Robotic Surgery , 2014 .

[21]  K. Worwa,et al.  Quality Modelling for Web-based Information Systems , 2011 .

[22]  Gustavo Faria de Oliveira,et al.  Educational technology "Anatomy and Vital Signs": Evaluation study of content, appearance and usability , 2015, Int. J. Medical Informatics.

[23]  Tiago Taveira-Gomes,et al.  A novel collaborative e-learning platform for medical students - ALERT STUDENT , 2014, BMC medical education.

[24]  Maritta Välimäki,et al.  Knowledge transfer from an e-learning course to clinical practice. , 2014, Nurse education today.

[25]  J. Gómez,et al.  Evaluación del mejoramiento de habilidades básicas para cirugía laparoscópica por medio del entrenamiento con un videojuego , 2014 .

[26]  M. Neo,et al.  Technology Acceptance of Healthcare E-Learning Modules: A Study of Korean and Malaysian Students' Perceptions , 2015 .

[27]  Prashant C. Palvia,et al.  Developing and validating an instrument for measuring user-perceived web quality , 2002, Inf. Manag..

[28]  Kamal Nagpal,et al.  Open Versus Minimally Invasive Esophagectomy: Trends of Utilization and Associated Outcomes in England , 2010, Annals of surgery.

[29]  Sören Huwendiek,et al.  Learner preferences regarding integrating, sequencing and aligning virtual patients with other activities in the undergraduate medical curriculum: A focus group study , 2013, Medical teacher.

[30]  Azizeh K. Sowan,et al.  Designing, delivering and evaluating a distance learning nursing course responsive to students needs , 2013, Int. J. Medical Informatics.

[31]  Daniel Burgos,et al.  TELMA: Technology-enhanced learning environment for minimally invasive surgery. , 2013, The Journal of surgical research.

[32]  Nada Dabbagh,et al.  Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning , 2012, Internet High. Educ..

[33]  Chun Wah Michael Tam,et al.  Available, intuitive and free! Building e-learning modules using web 2.0 services , 2012, Medical teacher.

[34]  Hollis Day,et al.  A qualitative study of physicians’ experiences with online learning in a masters degree program: Benefits, challenges, and proposed solutions , 2009, Medical teacher.

[35]  Prokar Dasgupta,et al.  e-Learning in Surgical Education: A Systematic Review. , 2015, Journal of surgical education.

[36]  Eleftherios Alamanos,et al.  Website design quality and usage behavior: Unified Theory of Acceptance and Use of Technology , 2014 .

[37]  Martin V Pusic,et al.  Twelve tips for improving the effectiveness of web-based multimedia instruction for clinical learners , 2015, Medical teacher.

[38]  C. Shea,et al.  Motor skill learning and performance: a review of influential factors , 2010, Medical education.

[39]  Adel M. Aladwani.  A cross-cultural comparison of Kuwaiti and British citizens' views of e-government interface quality , 2013, Gov. Inf. Q..

[40]  Alejandro Espinosa Patrón.  LA VARIABLE LÉXICA, GLOSA DE EXPRESIONES IDENTITARIAS EN EL DEPARTAMENTO DEL ATLÁNTICO, COLOMBIA , 2013 .

[41]  J. Keith,et al.  YouTube is the Most Frequently Used Educational Video Source for Surgical Preparation. , 2016, Journal of surgical education.

[42]  Kamal Raj Aryal,et al.  E Learning in Surgery , 2014, Indian Journal of Surgery.