Nalazite se na CroRIS probnoj okolini. Ovdje evidentirani podaci neće biti pohranjeni u Informacijskom sustavu znanosti RH. Ako je ovo greška, CroRIS produkcijskoj okolini moguće je pristupi putem poveznice www.croris.hr
izvor podataka: crosbi !

Mobile phone-assisted problem-solving mini-cases significantly enhanced students' memory retention of key physiological concepts (CROSBI ID 617924)

Prilog sa skupa u časopisu | sažetak izlaganja sa skupa | međunarodna recenzija

Kukolja Taradi, Sunčana ; Taradi, Milan Mobile phone-assisted problem-solving mini-cases significantly enhanced students' memory retention of key physiological concepts // Medical education / Kevin W. Eva (ur.). 2014. str. 7-7

Podaci o odgovornosti

Kukolja Taradi, Sunčana ; Taradi, Milan

engleski

Mobile phone-assisted problem-solving mini-cases significantly enhanced students' memory retention of key physiological concepts

The aim was to test the hypothesis that linking problem-solving mini-cases with mobile technology in a face-to-face physiology class can significantly improve students’ levels of memory retention of key physiological concepts in compare with traditional content/teacher-centered educational scenarios. Second year medical students (n = 312) enrolled in the human physiology course, divided into 10 cohorts of approximately 30 students participated in the study as part of their normal coursework. Authors facilitated the technology enhanced problem- solving seminars with eight random student groups. Remaining two control groups were taught in a traditional content/teacher-centered manner. We used students’ personal mobile phones, institutional WiFi and the free online response system Socrative (http://socrative.com/). Students’ understanding of the same key physiological concepts was formatively tested three times: before, one week, and two months after participating in the initial seminar. Student attitudes and overall satisfaction was collected by a Socrative survey. We found that the experimental technology enhanced problem-solving treatment increased delayed exam percentage of correct responses about three times over the control group. For the experimental group Cohen’s effect size value d = 1.67 (one-week memory retention) and d = 1.38 (two-month memory retention) suggested a very high practical significance. Contrary, control group’s Cohen’s d = 0.04 (one-week memory retention) and d = 0.15(two-month memory retention) assumed a very low practical significance. Students also reported very high levels of overall satisfaction with the experimental approach. The evidence strongly suggests that shifting classroom discourse toward more technology-supported case-based problem solving practices can lead to large learning gains with minimal investment.

medical education; problem-solving; m-learning; personal response system

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

nije evidentirano

Podaci o prilogu

7-7.

2014.

nije evidentirano

objavljeno

Podaci o matičnoj publikaciji

Medical education

Kevin W. Eva

John Wiley & Sons

1365-2923

Podaci o skupu

11th Asia Pacific Medical Education Conference (APMEC), National University of Singapore, Singapore, 15-19 January 2014.

predavanje

15.01.2014-19.01.2014

Singapur

Povezanost rada

Temeljne medicinske znanosti

Indeksiranost