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Influence of new educational technology on problem‐based learning at Harvard Medical School
Author(s) -
Price Kerfoot B,
Masser Barbara A,
Hafler Janet P
Publication year - 2005
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2929.2005.02105.x
Subject(s) - the internet , observational study , medical education , mathematics education , problem based learning , scale (ratio) , educational technology , computer science , psychology , medicine , world wide web , physics , quantum mechanics
Purpose Computers with 50‐inch, wall‐mounted plasma screens and broadband Internet access were installed in all small group tutorial rooms at Harvard Medical School. This study examines how the introduction of this educational technology impacted on the problem‐based learning tutorials. Method A total of 37 tutorial groups, stratified by year of student, were observed at separate timepoints (autumn 2002, spring 2003) to document the patterns of use of the technologies. Based on these observations, end‐of‐course surveys were developed and distributed to students and tutors. Observational field notes and open‐ended survey responses were qualitatively analysed for themes. Results Using a 5‐point rating scale, both students and tutors indicated that the technologies had a positive impact on their tutorials. In autumn 2002, plasma screens were used for an average of 17.8 and 22.1 minutes per 1‐hour observation in Year 1 and 2 tutorials, respectively; in spring 2003, usage declined to 6.9 and 5.9 minutes, respectively. Resources utilised included Internet sites (54% total use time), PowerPoint presentations by students (22%), and course‐specific postings (24%). Marked course‐specific variation in usage was noted. Observational and survey data revealed that the technologies interrupted the flow of tutorial discussion. Students and tutors expressed concerns that the plasma screens might be altering the process of problem solving in the tutorials. Conclusions Both students and tutors reported that the introduction of computers and wall‐mounted plasma screens had impacted positively on tutorials. Questions were raised as to how this technology might alter tutorial dynamics. Further research will be needed to investigate these pedagogical concerns.