NATIONAL LIBRARY OF MEDICINE

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Presentation transcript:

NATIONAL LIBRARY OF MEDICINE Defining the Next Generation Journal: The NLM-Elsevier Experiment Interactive Publications and the Record of Science ICSTI Winter Workshop Universite Pierre et Marie Curie, Paris, France February 8, 2010 Elliot R. Siegel, Ph.D. Associate Director National Library of Medicine National Institutes of Health Department of Health and Human Services Bethesda, Maryland USA

Objective: Design and Conducted Controlled Experiment Demonstrate benefits of interactive journal article vs conventional publication Hypothesis: Knowledge acquisition and reader acceptance better with enhanced article Recruit ‘digital native’ medical students to identify desired enhancements Use medical students as test subjects

Collaborators National Library of Medicine – Elliot Siegel, Sheldon Kotzin, Michael Ackerman Elsevier Science – Glen Campbell, Diane Bartoli Student National Medical Association – Wallace Davenport, Rory Goodwin Interactive Drama, Inc. – William Harless, Robert Duncan

Procedures Medical students (n= 15) reviewed 12 candidate journal articles Urology article selected – “Prognostic Factors in Stage T1 Bladder Cancer” Enhanced version prototype developed Contains both user-invoked features and presentational improvements

Conventionally Printed Article

Experimental Interactive Version

Experimental Interactive Version

Methods Medical students (n=51) randomly assigned to experimental (n=28) and control (n=23) conditions Articles pre-loaded on 20 individual workstations at UMAB Computer Lab Students read assigned experimental or control article Completed pre- and post-test instruments measuring knowledge gain on 30 true-false and multiple choice questions validated by medical experts Acceptance of article format measured by 7 Likert-type questions

Results Dependent measure of knowledge acquisition showed no difference overall (30 questions) Significant gain on content accessible by user-invoked interactive features (10 questions) Significant interactions by student year and gender Second year students were best performers with both articles Female students benefitted more from enhanced article Acceptance greater for experimental article

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