Designing an Interactive Multimedia Rich Tutorial for Medical Students: Beyond a ‘Book on a Screen’

Thakore, Hemal; McMahon, Tim

doi:10.1080/17453050802040494

Cited by 5 publications

(1 citation statement)

References 10 publications

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“…4. Principles and strategies from visual communications theory to address pedagogical issues in anatomy education (John and Lim, 2007;Thakore and McMahon, 2008).…”

Section: Introductionmentioning

confidence: 99%

Perceptions among occupational and physical therapy students of a nontraditional methodology for teaching laboratory gross anatomy

Thomas

Denham

Dinolfo

2011

Anatomical Sciences Ed

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This pilot study was designed to assess the perceptions of physical therapy (PT) and occupational therapy (OT) students regarding the use of computer-assisted pedagogy and prosection-oriented communications in the laboratory component of a human anatomy course at a comprehensive health sciences university in the southeastern United States. The goal was to determine whether student perceptions changed over the course of a summer session regarding verbal, visual, tactile, and web-based teaching methodologies. Pretest and post-test surveys were distributed online to students who volunteered to participate in the pilot study. Despite the relatively small sample size, statistically significant results indicated that PT and OT students who participated in this study perceived an improved ability to name major anatomical structures from memory, to draw major anatomical structures from memory, and to explain major anatomical relationships from memory. Students differed in their preferred learning styles. This study demonstrates that the combination of small group learning and digital web-based learning seems to increase PT and OT students' confidence in their anatomical knowledge. Further research is needed to determine which forms of integrated instruction lead to improved student performance in the human gross anatomy laboratory.

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“…4. Principles and strategies from visual communications theory to address pedagogical issues in anatomy education (John and Lim, 2007;Thakore and McMahon, 2008).…”

Section: Introductionmentioning

confidence: 99%

Perceptions among occupational and physical therapy students of a nontraditional methodology for teaching laboratory gross anatomy

Thomas

Denham

Dinolfo

2011

Anatomical Sciences Ed

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What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review

Taveira-Gomes¹,

Ferreira²,

Taveira-Gomes³

et al. 2016

J Med Internet Res

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BackgroundComputer-based learning (CBL) has been widely used in medical education, and reports regarding its usage and effectiveness have ranged broadly. Most work has been done on the effectiveness of CBL approaches versus traditional methods, and little has been done on the comparative effects of CBL versus CBL methodologies. These findings urged other authors to recommend such studies in hopes of improving knowledge about which CBL methods work best in which settings.ObjectiveIn this systematic review, we aimed to characterize recent studies of the development of software platforms and interventions in medical education, search for common points among studies, and assess whether recommendations for CBL research are being taken into consideration.MethodsWe conducted a systematic review of the literature published from 2003 through 2013. We included studies written in English, specifically in medical education, regarding either the development of instructional software or interventions using instructional software, during training or practice, that reported learner attitudes, satisfaction, knowledge, skills, or software usage. We conducted 2 latent class analyses to group articles according to platform features and intervention characteristics. In addition, we analyzed references and citations for abstracted articles.ResultsWe analyzed 251 articles. The number of publications rose over time, and they encompassed most medical disciplines, learning settings, and training levels, totaling 25 different platforms specifically for medical education. We uncovered 4 latent classes for educational software, characteristically making use of multimedia (115/251, 45.8%), text (64/251, 25.5%), Web conferencing (54/251, 21.5%), and instructional design principles (18/251, 7.2%). We found 3 classes for intervention outcomes: knowledge and attitudes (175/212, 82.6%), knowledge, attitudes, and skills (11.8%), and online activity (12/212, 5.7%). About a quarter of the articles (58/227, 25.6%) did not hold references or citations in common with other articles. The number of common references and citations increased in articles reporting instructional design principles (P=.03), articles measuring online activities (P=.01), and articles citing a review by Cook and colleagues on CBL (P=.04). There was an association between number of citations and studies comparing CBL versus CBL, independent of publication date (P=.02).ConclusionsStudies in this field vary highly, and a high number of software systems are being developed. It seems that past recommendations regarding CBL interventions are being taken into consideration. A move into a more student-centered model, a focus on implementing reusable software platforms for specific learning contexts, and the analysis of online activity to track and predict outcomes are relevant areas for future research in this field.

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Diagnostic Recognition of Facial Changes Associated With Chronic Conditions: Use of an E‐Learning Tool to Enhance Medical Student Education

McKenna

Wilkinson

Ker

2010

Journal of Visual Communication in Medicine

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Facial characteristics serve as reliable indicators of numerous diseases, and their recognition can assist junior medical students in making an accurate diagnosis. At present, however, there is little data to support the incorporation of physiognomy in medical education. This pilot study involved the design, implementation and evaluation of e-learning tutorials as a means of teaching students to appreciate how careful observation of facial characteristics can enhance diagnosis.

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Designing an Interactive Multimedia Rich Tutorial for Medical Students: Beyond a ‘Book on a Screen’

Cited by 5 publications

References 10 publications

Perceptions among occupational and physical therapy students of a nontraditional methodology for teaching laboratory gross anatomy

Perceptions among occupational and physical therapy students of a nontraditional methodology for teaching laboratory gross anatomy

What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review

Diagnostic Recognition of Facial Changes Associated With Chronic Conditions: Use of an E‐Learning Tool to Enhance Medical Student Education

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