Evaluation of a computer-based approach to teaching acid/base physiology

Abstract

Because acid/base physiology is a difficult subject for most medical and veterinary students, the first author designed a software program, Acid/Base Primer, that would help students with this topic. The Acid/Base Primer was designed and evaluated within a conceptual framework of basic educational principles. Seventy-five first-year veterinary students (of 81; 93% response rate) participated in this study. Students took both a pre- and posttest of content understanding. After completing the Acid/Base Primer in pairs, each student filled out a survey evaluating the features of the program and describing his/her use and experience of it. Four pairs of students participated in interviews that elaborated on the surveys. Scores improved from 53 +/- 2% on the pretest to 74 +/- 1% on an immediate posttest. On surveys and in interviews, students reported that the program helped them construct their own understanding of acid/base physiology and prompted discussions in pairs of students when individual understandings differed. The case-based format provided anchors and a high degree of relevance. Repetition of concepts helped students develop a more complex network of understanding. Questions in the program served to scaffold the learning process by providing direction, accentuating the relevant features of the cases, and provoking discussion. Guidelines for software development were generated on the basis of the findings and relevant educational literature.

Are Multimedia Resources Effective in Life Science Education? A Meta-Analysis

“…Three other papers were also excluded on the basis of being a single-cohort study with no comparison to either a control group or as part of a before-and-after design (Dewhurst, 2000;McNulty, 2000;McNulty, 2004). Three papers were an evaluation of online delivery without a comparison group (Buchowski, 2010;Rawson, 2002;and Kohlmeier, 2000).…”

Emotional design and its contributions to digital educational technology in health and nursing: integrative review

“…The students felt motivated by using the educational technology and replied that they wanted to use the technology again to repeat and review the existing clinical cases (Rawson & Quinlan, 2002). A study that compared the effectiveness of lectures with the use of educational technology found no statistical difference in students' learning, as both methods were considered to be effective.…”

“…The students felt more motivated when the technology helped them to build a practical understanding of the contents. They realised that the tool aimed at meaningful learning and focused on an understanding of the clinical problems rather than on memorisation (Rawson & Quinlan, 2002). Repetition and feedback reinforcement improve learning.…”

“…Repetition and feedback reinforcement improve learning. The educational technology can provide a more simple feedback, such as affirming the student's choice, or a more extensive feedback, by providing information that address commonly held misconceptions (Rawson & Quinlan, 2002). The design of an educational technology should start with the outline of the learning objectives, contents, and materials, and then a step-by-step approach of logical progression to learning, interspersed with tests for feedback on what was taught (Reynolds et al, 2008).…”

“…Software programmes allow students to access the contents when they are ready for it and at their own pace, as well as to discuss new ideas and perceptions with peers. The design of the technology should encourage students to work in pairs, even if they complete the program independently, by promoting collaboration and encouraging a slow and thoughtful progression of learning (Rawson & Quinlan, 2002). The students considered that the ability to quickly access information that they need to acquire new knowledge, as well as the ability to interact outside the classroom, given the difficulty of discussion during formal classes and lectures, are significant parts of the technology.…”