Teaching digital professionalism: a role for problem-based learning?

Havens, Laura; Linn, Aileen; Boyle, James

doi:10.1111/tct.12559

Cited by 1 publication

(1 citation statement)

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“…Several studies show that mobile learning provides benefits for the student since it allows personalized learning that is not hindered by temporary or environmental limitations (H Crompton 2013;Baran 2019;Berge and Muilenburg;Mackay, Anderson, and Harding 2017). The evaluation of the effectiveness of digital teaching with information and communication technologies (ICT) and the evaluation of the improvements that suppose to the education are the essential points to determine the degree of success or failure of the digital teaching (Deng et al 2018;Havens, Linn, and Boyle 2016). Numerous studies indicate the need to use evaluation for pedagogical purposes (Chen and Cheng 2008;Wissiak Grm and Savec 2014).…”

Section: Introductionmentioning

confidence: 99%

Use of mobile devices in medical education

Morales¹,

Legáz²

2021

S. F. J. of Dev.

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Background: The evaluation in real-time allows the teacher to improve the deficiencies and propose immediate improvement actions that allow the student's correct acquisition of knowledge. Purpose: The objective was to implement in university students conduct real-time theoretical questionnaires in the classroom using mobile devices with real-time resolution and a later critical analysis of the results to improve the evaluation and learning process. Sample: A total of 300 university students belonging to a Medicine degree were analyzed in this study. All students have participated in this study voluntarily. Design and methods: A real-time questionnaire about Legal Medicine was conducted in the classroom using an online platform (“Live Interactive Audience Participation | Poll Everywhere” 2019). The students responded using Twitter. The students' different answers to the questionnaire's questions are visualized in real-time in the teaching classroom. A questionnaire with 13 items was developed to assess the students' opinions regarding this evaluation tool's use and capabilities. Results: Our results show that 86.5% of students considered and were very useful in using this teaching resource, which increased students' interest in the subject taught (75.3%). The use of real-time questionnaires in class showed a high degree of acceptance (77.4%) in the group of delighted students and only 37% in the group of students not very satisfied with the experience (P <0.001). A 43.8% of the student considered that the use of digital evaluation should increase in the classroom. Conclusions: This digital evaluation tool is an appropriate didactic resource to develop in the classroom since it increases student motivation and promotes the students' natural and active participation.

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Section: Introductionmentioning

confidence: 99%