Browsing by Author "Rajalingam, Preman"

Now showing 1 - 4 of 4

Developing and Testing a Framework for Learning Online Collaborative Creativity in Medical Education: Cross-Sectional Study.
(2025-06-05) Rajalingam, Preman
Background: Collaborative creativity (CC) is a social process of generating creative and innovative solutions to real-world problems through collective effort and interaction. By engaging in this process, medical students can develop abilities and mindset for creative thinking, teamwork, interdisciplinary learning, complex problem-solving, and enhanced patient care. However, medical students have demonstrated limited creativity, constrained by existing pedagogical approaches that predominantly emphasize knowledge outcomes. The increasing complexity of health care challenges necessitates a pedagogical framework for medical students to foster CC in a rapidly evolving professional environment.
From Data to Diagnosis: Rethinking Clinical Decision Support With Explainable AI
(Institute of Electrical and Electronics Engineers (IEEE), 2025-08) Rajalingam, Preman
Explainable artificial intelligence is critical for trust in clinical decision making. In health care, where the stakes are high, poor data can lead to misleading insights and de-skilling.
Impact of Facilitation on Cognitive Flow in a Novel Diabetes Management Rehearsal Game for Health Professions Education: Mixed Methods, Open-Label, Superiority Randomized Controlled Trial
(2024-07) Rajalingam, Preman
Abstract Background: Though the prevalence of diabetes is set to increase, most serious game solutions typically target patient self-management and education. Few games target health care professions education, and even fewer consider the factors that may increase their efficacies. The impact of facilitation, a prominent feature of health professions education, is examined in the context of a rehearsal-based diabetes management serious game. Objective: In this mixed methods, open-label, superiority randomized controlled trial, we compare student performance, attitudes, and perceptions of a rehearsal-based diabetes management game for health care professionals. Methods: Student participants were randomized into 2 groups to play a diabetes management game. The control group played the game alone, and the intervention group played the same game alongside a facilitator tasked to moderate overall challenge levels and address queries. Both groups were administered the Flow Short Scale, a 13-item measure rated on a 7-point Likert scale ranging from 1 ("not at all") to 7 ("very much") immediately after the game. Students were then invited to voluntary focus group discussions to elicit their attitudes and perceptions of the game. Findings were subject to between-group comparisons and inductive thematic analysis respectively. Results: A total of 48 (26 control, 22 intervention) clinical-year undergraduates from the Lee Kong Chian School of Medicine in Singapore participated in this study, with 18 continuing to the focus group discussions. Flow Short Scale results indicated the superiority of the intervention group for overall flow (t46=-2.17, P=.04) and the absorption subdomain (t46=-2.6, P=.01). Qualitative results indicated students viewed facilitation as helpful and appropriate, and were able to identify improvable elements of the game's theoretical foundations and overall design. Conclusions: While serious games are efficacious means of rehearsing previously learned knowledge, facilitation allows for their efficiency to be greatly increased. Such increases are likely crucial in the coming years with the increased digitization of health care professions education and the prevalence of diabetes.
Testing individual and group markers of collaboration in a team-based learning classroom
(Elsevier BV, 2025-12) Rajalingam, Preman
Background: Intra-group discussions during actual TBL sessions play a huge role in knowledge consolidation and learning but are often understudied. Aims: Using a pre-registered study framework, we examined if participation equity (H1), reciprocal interaction (H2), information density (H3), mutual understanding (H4), and emotional rapport (H5) affected how much students learn from their intra-group team-based learning discussions and how they rated their team’s discussions. Sample: Participants were 165 undergraduate students assigned to 28 teams. Methods: Using linguistic, conversational, and socio-affective features extracted from recordings of Year 1 and 2 medical students engaging in team-based learning, each construct was conceptualised at the level of the group and the individual. We used linear mixed-effects models and competing models approach to establish which of our metrics best account for the observed variance in individual learning gains and perceived collaboration quality. The analysis plan was preregistered, including correction for multiple comparisons. Results: None of our individual-level or group-level metrics significantly predicted individual learning gains. One of the group-level metrics significantly predicted perceived collaboration quality: reciprocal interaction. Our exploratory analysis found that individual baseline score of the best performer in the team positively predicted individual learning gains for others in their team, regardless of other interaction metrics. Conclusion: While students perceived the highest collaboration quality when turn-taking in their team was evenly distributed, the strongest predicter of learning gains for a student was the knowledge level of their top-scoring team-mate. This finding has implications for classroom equity, group formation and activity planning.