Outcomes of Introducing a Mobile Interactive Learning Resource in a Large Medical School Course
- PDF / 377,225 Bytes
- 5 Pages / 595.276 x 790.866 pts Page_size
- 79 Downloads / 177 Views
SHORT COMMUNICATION
Outcomes of Introducing a Mobile Interactive Learning Resource in a Large Medical School Course Timothy Friedmann 1
&
Ji Dong K. Bai 1 & Sahar Ahmad 2 & Raquel M. Barbieri 3 & Sumaiya Iqbal 1 & Paul S. Richman 2
# International Association of Medical Science Educators 2019
Abstract Mobile devices are an integral part of modern medical education, as convenient platforms for access to online interactive learning resources; students’ use of textbooks has correspondingly declined. We designed an interactive iBook© for preclinical students encompassing the content of the pulmonary segment in an organ-based multidisciplinary course. We found, via a survey-based study, that students preferred the iBook to other faculty-supplied materials (PowerPoints and PDFs), mainly due to its interactive images, animations, and study questions. Students’ test performance did not change significantly after introducing the iBook. This study suggests that expanded use of interactive learning resources may enhance students’ engagement with pre-clinical courses. Keywords Mobile learning . iBook . Medical school pre-clinical classes . Test performance . Study habits
Background Mobile devices with internet connectivity (e.g., laptops, tablets, smartphones) have become an indispensable part of the landscape in medical school [1–5]. During clinical rotations, students use these devices to bring published medical information to the bedside, including updated guidelines, research findings, apps, and medical calculators. In pre-clinical (classroom) courses, these same tools allow students anywhere-anytime access to curricular texts and lecture slides. Increasingly, pre-clinical students have used mobile devices to access more interactive learning resources that either test their recall of previously learned material (e.g., question banks for pre-Boards review) or their ability to apply newly acquired factual knowledge (e.g., interactive anatomy lessons). The
* Paul S. Richman [email protected] 1
Renaissance School of Medicine at Stony Brook University, 101 Nicolls Road, Stony Brook, NY 11794, USA
2
Division of Pulmonary, Critical Care, and Sleep Medicine, Department of Medicine, Renaissance School of Medicine at Stony Brook University, 101 Nicolls Road, Stony Brook, NY 11794, USA
3
Stony Brook University, 100 Nicolls Road, Stony Brook, NY 11794, USA
internet connectivity of these devices have clearly broadened access to learning resources and influenced student behavior [6–8]. Particular examples of mobile interactive lessons have been published to teach specific, narrowly focused material [9, 10]. Apple, Inc. has developed the “iBooks Author” software (https://www.apple.com/ ibooks-author/), giving educators the potential to transform the traditional, static curricular material of an entire course into an appealing format used on a portable device with enhanced text functions, interactive figures, note-sharing, hot links, videos, and self-assessment exercises. In this article, we describe the imp
Data Loading...
