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

Autori
Kukolja Taradi, Sunčana ; Taradi, Milan

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, stručni

Izvornik
Special Issue: Abstracts of the 11th Asia Pacific Medical Education Conference (APMEC), National University of Singapore, Singapore, 15-19 January 2014. Med Educ, 2014 ; 48 (Suppl. 2):7 / Kevin W. Eva - : John Wiley & Sons, 2014, 7-7

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

Mjesto i datum
Singapur, 15.01.2014. - 19.01.2014

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

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

Sažetak
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.

Izvorni jezik
Engleski

Znanstvena područja
Temeljne medicinske znanosti

POVEZANOST RADA