The Use of Self-Learning Modules to Facilitate Learning of Basic Science Concepts in an Integrated Medical Curriculum

Autor/inn/en	Khalil, Mohammed K.; Nelson, Loren D.; Kibble, Jonathan D.
Titel	The Use of Self-Learning Modules to Facilitate Learning of Basic Science Concepts in an Integrated Medical Curriculum
Quelle	In: Anatomical Sciences Education, 3 (2010) 5, S.219-226 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.177
Schlagwörter	Medical Students; Student Attitudes; Likert Scales; Physiology; Learning Modules; Learner Controlled Instruction; Discussion (Teaching Technique); Science Curriculum; Medical Education; Program Effectiveness; Individualized Instruction; Computer Assisted Instruction; Active Learning; Visual Aids; Comparative Testing; Florida + Suchen Sie Ihr Suchwort? Schülerverhalten; Likert-Skala; Physiologie; Learning module; Lernmodul; Medizinische Ausbildung; Individualisierender Unterricht; Computer based training; Computerunterstützter Unterricht; Aktives Lernen; Anschauungsmaterial
Abstract	This study used qualitative and quantitative approaches to evaluate the effectiveness of self-learning modules (SLMs) developed to facilitate and individualize students' learning of basic medical sciences. Twenty physiology and nineteen microanatomy SLMs were designed with interactive images, animations, narrations, and self-assessments. Of 41 medical students, 40 students voluntarily completed a questionnaire with open-ended and closed-ended items to evaluate students' attitudes and perspectives on the learning value of SLMs. Closed-ended items were assessed on a five-point Likert scale (5 = high score) and the data were expressed as mean plus or minus standard deviation. Open-ended questions further evaluated students' perspectives on the effectiveness of SLMs; student responses to open-ended questions were analyzed to identify shared patterns or themes in their experience using SLMs. The results of the midterm examination were also analyzed to compare student performance on items related to SLMs and traditional sessions. Students positively evaluated their experience using the SLMs with an overall mean score of 4.25 (SD plus or minus 0.84). Most students (97%) indicated that the SLMs improved understanding and facilitated learning basic science concepts. SLMs were reported to allow learner control, to help in preparation for subsequent in-class discussion, and to improve understanding and retention. A significant difference in students' performance was observed when comparing SLM-related items with non-SLM items in the midterm examination (P less than 0.05). In conclusion, the use of SLMs in an integrated basic science curriculum has the potential to individualize the teaching and improve the learning of basic sciences. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10