New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback

Lee, Sang‐Shin; Lee, Haeyoung; Hwang, Hyunyong

doi:10.7180/kmj.22.010

Cited by 5 publications

(1 citation statement)

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“…1). Stu-dents either installed the Moodle app, a WBI platform, on their smartphone or used the WBI website online through a computer [20].…”

Section: Quizmentioning

confidence: 99%

The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures

Lee,

Hwang

2023

KMJ

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Background: This study evaluated the effectiveness of Moodle’s “Lesson” feature as a pre-learning tool for clinical skills among medical students. Methods: The performance of 69 fourth-year medical students during practical sessions on arterial puncture and blood transfusion was assessed. These students engaged in pre-learning activities via Moodle's “Lesson” feature. We analyzed the survey results to gauge students’ satisfaction and perceived usefulness of the pre-learning approach. Additionally, we compared the performance of the 2023 cohort, which took part in the pre-learning process, with students from 2020 to 2022 who did not have this preparatory component.Results: Among the students surveyed, data from 59 respondents were analyzed. Satisfaction with the pre-learning segment was high, with a mean satisfaction score of 4.69 (standard deviation [SD]=0.62) and Cronbach’s alpha of 0.918. The tool's perceived usefulness was also rated highly, with a mean score of 4.77 (SD=0.53) and Cronbach’s alpha of 0.956. Students who used the pre-learning tool had a mean score of 84.20 (SD=14.74), whereas those who did not use the tool scored slightly lower, with a mean of 80.40 (SD=13.07); however, this difference was not statistically significant (p=0.196). Nonetheless, the 2023 cohort scores were generally higher across the various percentile measures than those of the 2020–2022 groups.Conclusions: The pre-learning tool using the “Lesson” feature on Moodle proved useful and satisfactory for students learning clinical procedures. Further research with larger cohorts is required to validate these findings.

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“…1). Stu-dents either installed the Moodle app, a WBI platform, on their smartphone or used the WBI website online through a computer [20].…”

Section: Quizmentioning

confidence: 99%

The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures

Lee,

Hwang

2023

KMJ

Self Cite

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Is It Time to Revise the Competency-Based Assessment? Objective Structured Clinical Examination and Technology Integration

Mastour,

Shamaeian Razavi

2023

Shiraz E-Med J

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How does quiz activity affect summative assessment outcomes? An analysis of three consecutive years’ data on self-directed learning

Hwang²

2022

KMJ

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Background: We investigated how quiz activities can improve summative assessment outcomes by analyzing the relationship between them.Methods: We used 217 first-year medical students’ medical informatics data from 3 consecutive years. We analyzed summative assessment outcomes between quiz completion and incompletion groups, one-time and multiple-time quiz learning groups, and three combined comparisons between subgroups of quiz learning activity frequencies: 1 versus 2, 3, 4, and 6 (group 1), 1 and 2 versus 3, 4, and 6 (group 2), and 1, 2, and 3 versus 4 and 6 (group 3). We then analyzed correlations between the final quiz scores and summative assessment outcomes.Results: The summative assessment means for students who completed quizzes and those who did not were 87.16±8.73 and 83.22±8.31, respectively (p=0.001). The means for the one-time and multiple-time quiz learning groups were 86.54±8.94 and 88.71±8.10, respectively (p=0.223). The means for combined subgroups were not significantly different between groups (p>0.05), although a statistically significant increasing trend was found from groups 1 to 3 (0.223>0.203>0.075 using the t-test and 0.225>0.150>0.067 using the Mann-Whitney test, respectively). Summative assessment scores were not significantly correlated with quiz scores (r=0.115, p=0.213).Conclusions: Quizzes helped students who used self-directed learning obtain better summative assessment outcomes. Formative quizzes presumably did not provide students with direct knowledge, but showed them their weak points and motivated them to work on areas where their knowledge was insufficient.

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New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback

Cited by 5 publications

References 32 publications

The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures

The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures

Is It Time to Revise the Competency-Based Assessment? Objective Structured Clinical Examination and Technology Integration

How does quiz activity affect summative assessment outcomes? An analysis of three consecutive years’ data on self-directed learning

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New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback

Cited by 5 publications

References 32 publications

The effectiveness of Moodle&apos;s “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures

The effectiveness of Moodle&apos;s “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures

Is It Time to Revise the Competency-Based Assessment? Objective Structured Clinical Examination and Technology Integration

How does quiz activity affect summative assessment outcomes? An analysis of three consecutive years’ data on self-directed learning

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The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures

The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures