Mobile phone-assisted problem-solving mini-cases significantly enhanced students' memory retention of key physiological concepts (CROSBI ID 617924)
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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
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Podaci o prilogu
7-7.
2014.
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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