Effects of Tablet-Based Drawing and Paper-Based Methods on Medical Students' Learning of Gross Anatomy

Autor/inn/en	Styn, Amelie; Scheiter, Katharina; Fischer, Martin R.; Shiozawa, Thomas; Behrmann, Felix; Steffan, Adrian; Kugelmann, Daniela; Berndt, Markus
Titel	Effects of Tablet-Based Drawing and Paper-Based Methods on Medical Students' Learning of Gross Anatomy
Quelle	In: Anatomical Sciences Education, 16 (2023) 2, S.266-279 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Styn, Amelie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2237
Schlagwörter	Medical Education; Medical Students; Anatomy; Tablet Computers; Educational Methods; Freehand Drawing; Computer Graphics; Outcomes of Education; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Anatomie; Tablet computer; Tablet PC; Computer; Digitalrechner; Educational method; Erziehungsmethode; Drawing; Zeichnen; Computergrafik; Lernleistung; Schulerfolg; Ausland; Deutschland
Abstract	The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterward and after 4-6 weeks to assess its sustainability. There were no significant group differences in learning outcome at both measurement points. For all groups, there was a significant medium strength correlation between the quality of the drawings or summaries and the learning outcome (p < 0.05). Further analysis revealed that the quality of strategy implementation moderated outcomes in the delayed test: When poorly implemented, drawing on a tablet (M = 48.81) was associated with lower learning outcome than drawing on paper (M = 58.95); The latter (M = 58.89) was related to higher learning outcome than writing summaries (M = 45.59). In case of high-quality strategy implementation, drawing on a tablet (M = 60.98) outperformed drawing on paper (M = 52.67), which in turn was outperformed by writing summaries (M = 62.62). To conclude, drawing on a tablet serves as a viable alternative to paper-based methods for learning anatomy if students can make adequate use of this strategy. Future research needs to identify how to support student drawing, for instance, by offering scaffolds with adaptive feedback to enhance learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01