The Use of Adaptive Learning Technology to Enhance Learning in Clinical Veterinary Dermatology

Abstract

Clinical teaching in veterinary medicine is challenging for both educators and students. There is an increasing interest in the use of technology-based techniques using adaptive learning to provide students with additional learning experiences. Few studies have evaluated the use of this technique in veterinary medical education. We hypothesized that students with access to adaptive learning modules during dermatology rotation would have significantly higher dermatology test scores compared to students who did not have access to the adaptive learning modules on the same rotation. Incoming third and fourth-year veterinary students to the dermatology rotation, who agreed to participate, were randomly assigned to treatment (provided access to 10 modules using adaptive technology during the rotation) or control group (provided no access to the modules). Study participants completed a pretest two weeks before the rotation start date and a post-test near the rotation end date and a questionnaire to assess students’ learning experience using adaptive learning modules. Students in the treatment group scored significantly higher on the posttest ( p = .019) compared to students in the control group, with an effect size of d = 0.83. Students in both groups scored significantly higher at post-test ( p < .001; d = 1.52 treatment and p = .002; d = 0.74 control) when compared to their pretest. This study shows that the tested adaptive learning platform may be an effective method to augment clinical teaching in veterinary dermatology. This study also indicates that veterinary students perceive the use of adaptive learning technology as beneficial for their education.

Case‐based intensive veterinary radiology clerkship improves students’ radiographic interpretation skills and overall course satisfaction scores

“…), scores in each area and the overall scores (CRC vs CBRC). [14][15][16][17][18] Effect sizes to measure the meaningfulness of the differences were estimated where significant differences were found, using Cohen's d. 16 A Cohen's d of 0.2 is considered small and the difference is negligible; d of 0.5 is considered medium, and d of 0.8 is considered large. The outcomes of the satisfaction questionnaires were compared between the CRC and the CBRC groups.…”

“…Data were tested for normal distribution using the Skewness test. Paired samples t ‐tests compared the pre‐ and posttest sub‐section scores in each area and the overall scores within each group (CRC vs CBRC); and independent groups t ‐tests compared between group scores in each area and the overall scores (CRC vs CBRC) 14–18 . Effect sizes to measure the meaningfulness of the differences were estimated where significant differences were found, using Cohen's d 16 .…”

Distance Education in Veterinary Medicine: History, Current Situation, and Future Perspectives (a Systematic Review)

“…The wide popularization and access to computers, made easier the usage of distance education as a learning tool. Along with new information and communications technologies (ICTs), distance education (DE) is now an important and widespread way of teaching and learning, where the student and teacher are geographically distant and their personal interaction is replaced by different media resources making easier the education diffusion, access, and globalization (MAHDY, 2020;DAS et al, 2021;PUTRA et al, 2021).…”

“…The use of complementary study materials delivered via online has been reported as improving the veterinary students' outcomes when comparing to traditional methods as face-to-face lectures, textbook's study, and others (DUIJVESTIJN et al, 2021;FOSS et al, 2021;MCMICHAEL et al, 2021;NAVAS DE SOLIS et al, 2021;PILLAI, 2021;PUTRA et al, 2021;REINHARD;POWELL;WATSON, 2021).…”