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The Use of a Mobile Learning Tool by Medical Students in Undergraduate Anatomy and its Effects on Assessment Outcomes.
Anatomical Sciences Education ( IF 7.3 ) Pub Date : 2019-04-19 , DOI: 10.1002/ase.1878
Nikola Golenhofen 1 , Felix Heindl 2 , Claudia Grab-Kroll 2 , David A C Messerer 2 , Tobias M Böckers 1 , Anja Böckers 1
Affiliation  

Hand‐held devices have revolutionized communication and education in the last decade. Consequently, mobile learning (m‐learning) has become popular among medical students. Nevertheless, there are relatively few studies assessing students' learning outcomes using m‐learning devices. This observational study presents an anatomy m‐learning tool (eMed‐App), an application developed to accompany an anatomy seminar and support medical students' self‐directed learning of the skeletal system. Questionnaire data describe where, how frequently, and why students used the app. Multiple choice examination results were analyzed to evaluate whether usage of the app had an effect on test scores. The eMed‐App application was used by 77.5% of the students, mainly accessed by Android smartphones, and at students' homes (62.2%) in order to prepare themselves for seminar sessions (60.8%), or to review learning content (67%). Most commonly, students logged on for less than 15 minutes each time (67.8%). Frequent app users showed better test results on items covering eMed‐App learning content. In addition, users also achieved better results on items that were not related to the content of the app and, thus, gained better overall test results and lower failure rates. The top quartile of test performers used the eMed‐App more frequently compared to students in lower quartiles. This study demonstrated that many students, especially the high‐performing ones, made use of the eMed‐App. However, the app itself did not result in better outcomes, suggesting that top students might have been more motivated to use the app than students who were generally weak in anatomy.

中文翻译:

医学生在本科解剖学中使用移动学习工具及其对评估结果的影响。

在过去的十年中,手持设备彻底改变了通信和教育方式。因此,移动学习(移动学习)在医学生中变得很流行。然而,相对较少的研究使用移动学习设备评估学生的学习成果。这项观察性研究提出了一种解剖学m学习工具(eMed - App),该工具是为配合解剖学研讨会而开发的,并支持医学生对骨骼系统的自主学习。问卷数据描述了学生在哪里,多久使用一次以及为什么使用该应用程序。分析了多项选择考试的结果,以评估应用程序的使用是否对考试成绩产生影响。电子病历‐77.5%的学生使用了App应用程序,主要是通过Android智能手机访问了该应用程序,并在学生家中使用了该应用程序(62.2%),以便为参加研讨会做准备(60.8%)或查看学习内容(67%)。最常见的是,学生每次登录少于15分钟(67.8%)。频繁的应用程序用户在涵盖eMed ‐App学习内容的项目上显示出更好的测试结果。此外,用户在与应用程序内容无关的项目上也获得了更好的结果,因此获得了更好的总体测试结果和更低的故障率。与成绩较低的四分之一学生相比,测试成绩最好的四分之一的学生更频繁地使用eMed ‐App。这项研究表明,许多学生,尤其是表现出色的学生,都使用了电子病历-应用程序。但是,该应用程序本身并不能带来更好的结果,这表明,与那些身体通常较弱的学生相比,顶尖学生可能更愿意使用该应用程序。
更新日期:2019-04-19
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