Abstract:
Computers have become an integral part of healthcare systems. New medical information software systems are driving the need for learning software skills. Computer-assisted learning (CAL) solutions have been adopted in the healthcare sector to address computer skill learning issues.

Variations in learning time needed to achieve software skill objectives surfaced with the use of CAL. Observation of learners during learning sessions confirmed that there was considerable variation in the time required to attain the skills and knowledge to achieve the required level of mastery.

The purpose of this research was to seek out factors that influence the time required to achieve a specified skill level using Computer-Assisted Performance Based Learning (CAPBL) software. This study investigated the relationship between time required to achieve the skill level and three factors as follows: (1) the high- and low-fidelity simulation versions of the learning software; (2) pre-training Windows skill level of the learner; and (3) the gender of the learner.

Two versions of CAPBL softare, a high-fidelity and a low-fidelity simulation version, were used in the study. There were 24 participants in the study. The group consisted of 38 percent females and 62 percent males. The pre-training Windows skill level was self-reported using a Likert-type survey. A post training learner survey was used to gather data pertaining to learning preferences and opinion.

Data analysis was done using nonparametric statistical measures for determining correlation. Of those factors investigated, pre-training windows skill of the learners showed a significant correlation with the time learners needed to complete the training. The correlation indicated an inverse relationship at r(-.539), p<.01. There was no significant correlation found for the relationship between time and the software versions or between time and gender of the learners.

Recommendations based on this study include: conducting a design review of the simulation level in CAPBL, assessing the pre-training Windows skill level of learners, implementing appropriate Windows skill training, and adjusting the time schedule to closely match the needs of the learners.