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• W4291617775 abstract "<sec> <title>BACKGROUND</title> Pre-pandemic saw the rise of online teaching. Yet, online tools for teaching the essential clinical skill of cognitive empathy (also known as perspective-taking) remain limited. Not only are more of these tools needed, but they need to be tested for ease of use and understanding by students. </sec> <sec> <title>OBJECTIVE</title> To evaluate student usability of the In Your Shoes web-based empathy training portal application with quantitative and qualitative methods. </sec> <sec> <title>METHODS</title> A mixed methods design was employed in this three-phase formative usability study. During summer 2021, we conducted remote observation of student participants interacting with our training portal application. Their qualitative reflections were captured followed by data analysis and iterative design refinements to the application. Eight third- and fourth-year nursing students were from an undergraduate baccalaureate program at one mid-Canada university. Student participants in Phases 1 and 2 were remotely observed by three research personnel while engaged in pre-defined tasks. In Phase 3, two student participants were asked to use the application as they liked in their own environments; this was followed by a video-recorded exit interview with a think aloud process as participants responded to the System Usability Scale. We calculated descriptive statistics and performed content analysis to analyze the results. </sec> <sec> <title>RESULTS</title> This small study had eight student participants with a range of technology skills. Usability themes were based on participant comments on the application’s appearance, content, navigation, and functionality. The issues of biggest concern that participants experienced were with navigating the app’s ‘tagging’ features during video-analysis and with the length of educational material content. We also saw variation in the two participants’ system usability scores in Phase 3. This may be due to their different comfort levels with technology, but additional research is needed. We made iterative refinements to our prototype application (e.g., added pop-up messages, provided a narrated video on the app’s ‘tagging’ function) based on participant feedback. </sec> <sec> <title>CONCLUSIONS</title> With rising engagement in online teaching, technology is an essential medium for learning in health care education. We developed a novel prototype application as a supplemental classroom tool to foster students’ self-directed learning about empathy. This study provided direction for ongoing refinements to optimize the usability and user satisfaction with this innovative application. Qualitative feedback revealed favorable input towards learning perspective-taking online plus helpful recommendations to improve user experiences with the In Your Shoes app. We could not fully assess the app’s key functions due to COVID protocols. Thus, our next step is to obtain feedback from a larger sample of student users who will experience more authentic and fulsome experiences doing ‘live’ video-capture, -annotation, and -analysis with the refined application. We discuss our findings in relation to research on nursing education, perspective-taking, and adaptive e-learning. </sec> <sec> <title>CLINICALTRIAL</title> Not applicable. </sec> <sec> <title>INTERNATIONAL REGISTERED REPORT</title> RR2-10.2196/35319 </sec>" @default.
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• W4291617775 date "2022-08-10" @default.
• W4291617775 modified "2023-09-30" @default.
• W4291617775 title "Usability testing of a Web-Based Empathy Training Portal: A Mixed Methods Study (Preprint)" @default.
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• W4291617775 doi "https://doi.org/10.2196/preprints.41222" @default.
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