S
Sarah Garside
Researcher at McMaster University
Publications - 22
Citations - 2889
Sarah Garside is an academic researcher from McMaster University. The author has contributed to research in topics: Haloperidol & The Internet. The author has an hindex of 14, co-authored 22 publications receiving 2651 citations. Previous affiliations of Sarah Garside include Mayo Clinic & McMaster University Medical Centre.
Papers
More filters
Journal ArticleDOI
Internet-based learning in the health professions: a meta-analysis.
David A. Cook,Anthony J Levinson,Sarah Garside,Denise M. Dupras,Patricia J. Erwin,Victor M. Montori +5 more
TL;DR: Internet-based learning is associated with large positive effects compared with no intervention and with non-Internet instructional methods, suggesting effectiveness similar to traditional methods.
Journal ArticleDOI
Instructional Design Variations in Internet-Based Learning for Health Professions Education: A Systematic Review and Meta-Analysis
David A. Cook,Anthony J Levinson,Sarah Garside,Denise M. Dupras,Patricia J. Erwin,Victor M. Montori +5 more
TL;DR: Interactivity, practice exercises, repetition, and feedback seem to be associated with improved learning outcomes, although inconsistency across studies tempers conclusions.
Journal ArticleDOI
What do we mean by web‐based learning? A systematic review of the variability of interventions
TL;DR: The most common instructional methods (each used in nearly 50% of courses) were patient cases, self-assessment questions and feedback as mentioned in this paper, and most courses (89%) used written text and most (55%) used multimedia.
Journal ArticleDOI
Virtual reality and brain anatomy: a randomised trial of e-learning instructional designs.
TL;DR: Computer‐aided instruction is used increasingly in medical education and anatomy instruction with limited research evidence to guide its design and deployment.
Journal ArticleDOI
Time and Learning Efficiency in Internet-Based Learning: A Systematic Review and Meta-Analysis
TL;DR: On average, Internet-based instruction and non-computer instruction require similar time, and Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes.