Effects of tablet-based drawing and paper-based methods on medical students' learning of gross anatomy.

Autor/inn/en	Styn, Amelie; Scheiter, Katharina; Fischer, Martin R.; Shiozawa, Thomas; Behrmann, Felix; Steffan, Adrian; Kugelmann, Daniela; Berndt, Markus
Titel	Effects of tablet-based drawing and paper-based methods on medical students' learning of gross anatomy. Gefälligkeitsübersetzung: Auswirkungen des Zeichnens mit Tablet und auf Papier auf das Lernen von Medizinstudenten in der Grobanatomie.
Quelle	In: Anatomical sciences education, 16 (2023) 2, S. 266-279 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1935-9772; 1935-9780
DOI	10.1002/ase.2237
Schlagwörter	Mobile Computing; Lernerfolg; Lernen; Lernmethode; Anatomie; Humanmedizin; Zeichnen; Technologie; Medizinische Ausbildung; Studium; Tablet PC; Student
Abstract	The way medical students learn anatomy is constantly evolving. Nowadays, technologies such as tablets support established learning methods like drawing. In this study, the effect of drawing on a tablet on medical students' anatomy learning was investigated compared to drawing or summarizing on paper. The quality of drawings or summaries was assessed as a measure of the quality of strategy implementation. Learning outcome was measured with an anatomy test, both immediately afterward and after 4-6 weeks to assess its sustainability. There were no significant group differences in learning outcome at both measurement points. For all groups, there was a significant medium strength correlation between the quality of the drawings or summaries and the learning outcome (p ( 0.05). Further analysis revealed that the quality of strategy implementation moderated outcomes in the delayed test: When poorly implemented, drawing on a tablet (M = 48.81) was associated with lower learning outcome than drawing on paper (M = 58.95); The latter (M = 58.89) was related to higher learning outcome than writing summaries (M = 45.59). In case of high-quality strategy implementation, drawing on a tablet (M = 60.98) outperformed drawing on paper (M = 52.67), which in turn was outperformed by writing summaries (M = 62.62). To conclude, drawing on a tablet serves as a viable alternative to paper-based methods for learning anatomy if students can make adequate use of this strategy. Future research needs to identify how to support student drawing, for instance, by offering scaffolds with adaptive feedback to enhance learning. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1