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A Pilot Study Into Flipping Neuroanatomy – Student Performance And Experience Results
Author(s) -
Jennings Ernie,
Long Sharron
Publication year - 2017
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.31.1_supplement.581.3
Subject(s) - blackboard (design pattern) , medical education , multiple choice , psychology , neuroanatomy , blended learning , student engagement , medicine , mathematics education , computer science , significant difference , educational technology , psychiatry , programming language
Background & Aim James Cook University (JCU) has an undergraduate entry Dentistry Course where students are taught with the more traditional face –to – face method using lectures and practicals. Like many universities JCU is moving towards a blended approach to learning, offering a more interactive, self‐guided learning experience (Ma'arop and Embi 2016). The students admitted to dentistry are high achieving, and could be expected to readily engage with online material, and an earlier study (Long and Jennings 2016) indicates that this is the case. The aim of this study was to examine student engagement, experience and performance in neuroanatomy content usually delivered in 1 week. Methods De‐identified student data and responses were collected following roll out of the content. This study was covered by the College of Medicine and Dentistry's Teaching Evaluation Human Ethics Approval. Eight short (10–20 mins) videos of the content were developed. These contained embedded multiple choice questions (MCQ). The videos were delivered over the Blackboard Student Learning System and averaged data of engagement with material and performance in the embedded MCQs is presented here. A survey looking at student experience was administered at the end of semester. Results In the six weeks since the videos were made available, there were 1961 hits on these videos. Of the 87 students enrolled in the Anatomy subject an average of 44 (range 41–46) completed the MCQs in the eight videos gaining an average score of 75% (range 62 – 91 %). Conclusions Similar to the results of Gaida et al 2016, our students referred to the online material numerous times and most found it helpful in their studies. There was a strong indication that the students would like more online material to assist them in their studies of the subject especially the anatomical component. These preliminary data indicate that the dentistry students are willing to interact with online videos. Support or Funding Information This study was supported the the College of Medicine and Dentistry, James Cook University.