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Interactive computer‐based exercises enhance preclinical medical education
Author(s) -
Reilly Frank,
Allen Edwin,
Walls Richard
Publication year - 2009
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.23.1_supplement.463.6
Subject(s) - likert scale , interactive learning , computer science , multimedia , interactive video , psychology , medical education , medicine , developmental psychology
We investigated the effects of interactive instructional techniques in a Web‐based peripheral nervous system component of a first‐year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students and 240 exam questions were used to evaluate 5 interactive learning objects developed in Flash MX or Authorware, i.e., patient case studies, review games, simulated interactive patients, flashcards, and quizzes. Data analysis included one‐way analyses of variance and Tukey post‐hoc tests. Exam item analysis scores were found to be significantly higher (p <0.05) for students receiving the instructional treatment incorporating the Web‐based interactive learning objects. Questionnaires using a five‐point Likert scale were analyzed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. They rated the advantages of simulated interactive patients significantly higher (p <0.05) than all other interactive learning objects. This study suggests that Web‐based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of simulated interactive patient learning objects. (Supported in part by the Neurobiology and Anatomy Department, West Virginia University School of Medicine, account#:491030050, fund#:12305495.)