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Using Technology and Active Learning in a Lecture Based Anatomy Course: Does it Help?
Author(s) -
Lufler Rebecca S.
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.507.7
Subject(s) - session (web analytics) , class (philosophy) , curriculum , accreditation , medical education , content delivery , active learning (machine learning) , multimedia , computer science , medicine , psychology , pedagogy , world wide web , artificial intelligence , computer network
Health professions programs' accreditation bodies require incorporating interactive teaching strategies throughout curricula, however it can be difficult to employ due to heavy course load schedules and space restrictions. Technology can assist in implementing interactive strategies by providing a means of content delivery to students before class time. This can allow for class time to be more interactive, however, the effectiveness of utilizing a combination of technologies before and during class time is unclear. The objective of this study was to determine if creating an active classroom experience utilizing technology before and during class time increases student's knowledge of and confidence in the presented content. 50 1 st year PA students watched a lecture that was given over the past three years in a short, content only video, created using “Expain Everything” the week before class. After watching the lecture, students filled out a short pre‐quiz on their understanding of the anatomy content. Using an iPad and Qualtrics, clinical cases were presented related to the anatomy content and students answered questions on the clinical applications in real time via Qualtrics. Students completed a post‐quiz at the end of the session. An anonymous survey was administered prior to the final exam to assess confidence in their understandin of the presented content. Quantitative data (pre‐quiz mean scores, post‐quiz mean scores, individual quiz question performance and performance on related exam questions) and qualitative data (survey confidence questions and session evaluation questions) were gathered. 50 (100%) students completed the pre‐quiz, 47 (94%) students completed the post‐quiz, and 45 (90%) students completed the survey. There were no significant differences between pre‐quiz and post‐quiz scores (mean 82.1 and 80.1, respectively). Qualitative data showed that students felt the pre‐recorded lecture was a helpful resource and they enjoyed using both the pre‐recorded lecture and Qualtrics classroom case questions. However, students did not feel more confident in their understanding of the material. Based on these preliminary results, students did not perform better after the use of an active learning approach in a lecture based course. Further, while students may enjoy answering questions based on clinical correlations over listening to a live lecture, this teaching approach did not improve performance. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .