Mobile spaced education for surgery rotation improves National Board of Medical Examiners scores

Smeds, Matthew R.; Thrush, Carol R.; Mizell, Jason S.; Berry, Katherine; Bentley, Frederick R.

doi:10.1016/j.jss.2015.10.010

Cited by 26 publications

(22 citation statements)

References 24 publications

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“…Information or questions were distributed through online sources daily (n = 10), every 2 days (n = 8), every 3 days (n = 1) , weekly (n = 12), every 2 weeks (n = 1), or monthly (n = 2). In studies explicitly stating that material was not only spaced but also repeated, repetition delays ranged from various days (n = 2), to weeks (n = 24), to months (n = 12). Additionally, there were large variations in the number of repetitions and intervals between repetitions.…”

Section: Resultsmentioning

confidence: 99%

“…Approximately half of the empirical research articles (n = 51, 48%) applied spaced learning in an online setting, mostly through delivering learning sessions in e-mails distributed over time using electronic modules, eg, Qstream [19][20][21]23,[27][28][29][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45]47,[51][52][53][54][55]64,74,[78][79][80][81][82][83][84][85] (n = 38, 37%). Spaced learning was also implemented in simulation settings 46,48,53,56,65,67,68,75,76,[86][87][88]…”

Section: Applying Spaced Learningmentioning

confidence: 99%

“…Information or questions were distributed through online sources daily 22,[27][28][29][30]33,34,37,55,85 (n = 10), every 2 days 19,23,24,31,52,53,64,78 (n = 8), every 3 days 41 (n = 1), wee kly 20,35,36,39,40,43,44,71,80,[114][115][116] (n = 12), every 2 weeks 45 (n = 1), or monthly 43,79 (n = 2). In studies explicitly stating that material was not only spaced but also repeated, repetition delays ranged from various days 22,55 (n = 2), to weeks 19,23,24,[27][28][29][31][32][33][34][35][39][40][41][42]…”

Section: Applying Spaced Learningmentioning

confidence: 99%

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Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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Objectives To investigate the definitions and applications of ‘spaced learning’ and to propose future directions for advancing its study and practice in health professions education. Method The authors searched five online databases for articles published on spaced learning in health professions education prior to February 2018. Two researchers independently screened articles for eligibility with set inclusion criteria. They extracted and analysed key data using both quantitative and qualitative methods. Results Of the 2972 records retrieved, 120 articles were included in the review. More than 90% of these articles were published in the last 10 years. The definition of spaced learning varied widely and was often not theoretically grounded. Spaced learning was applied in distinct contexts, including online learning, simulation training and classroom settings. There was a large variety of spacing formats, ranging from dispersion of information or practice on a single day, to intervals lasting several months. Generally, spaced learning was implemented in practice or testing phases and rarely during teaching. Conclusions Spaced learning is infrequently and poorly defined in the health professions education literature. We propose a comprehensive definition of spaced learning and emphasise that detailed descriptions of spacing formats are needed in future research to facilitate the operationalisation of spaced learning research and practice in health professions education.

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Section: Resultsmentioning

confidence: 99%

Section: Applying Spaced Learningmentioning

confidence: 99%

Section: Applying Spaced Learningmentioning

confidence: 99%

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Conceptualising spaced learning in health professions education: A scoping review

et al. 2019

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“…The mobile devices and relevant APPs could improve the student knowledge of a subject, giving them additional resources and materials to complement their skills [24]. The mobile learning APP is a useful teaching tool that may deliver knowledge in a convenient and easy manner [16,25,26]. The previous survey results presented that medical students preferred to use mobile phone APPs in learning clinical medicine courses such as psychiatry, prosthodontics, and so on for improving their knowledge and test-taking [16,18,25,26].…”

Section: Discussionmentioning

confidence: 99%

“…The mobile learning APP is a useful teaching tool that may deliver knowledge in a convenient and easy manner [16,25,26]. The previous survey results presented that medical students preferred to use mobile phone APPs in learning clinical medicine courses such as psychiatry, prosthodontics, and so on for improving their knowledge and test-taking [16,18,25,26]. Deshpande et al found that 94% of students felt that mobile learning APPs should be regularly used along with conventional teaching methods, and represent an effective way to improve clinical reasoning skills [16,25].…”

Section: Discussionmentioning

confidence: 99%

A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

Luo

Zhang

et al. 2018

Education Sciences

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Abstract:The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students' perceptions to the APP-based flipped classroom (APP-FC) teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92) at Lanzhou University. One class (n = 50), as a control group, was offered lecture-based learning (LBL), while the other class (n = 42), as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September-November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83%) and interest in learning immunology (81%), as well as their self-directed learning skills (81%). Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students' motivation in learning (P = 0.011), self-directed learn skills (P = 0.001), memory abilities (P = 0.009), and problem-solving abilities (P = 0.010). Most medical students' scores (60%) in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%). The majority of students (70%) preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students' learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China.

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Screen-Based Learning

Ljuhar¹

2020

Clinical Education for the Health Professions

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Mobile spaced education for surgery rotation improves National Board of Medical Examiners scores

Cited by 26 publications

References 24 publications

Conceptualising spaced learning in health professions education: A scoping review

Conceptualising spaced learning in health professions education: A scoping review

A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

Screen-Based Learning

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