The Use of a Mobile Learning Tool by Medical Students in Undergraduate Anatomy and its Effects on Assessment Outcomes

Autor/inn/en	Golenhofen, Nikola; Heindl, Felix; Grab-Kroll, Claudia; Messerer, David A. C.; Böckers, Tobias M.; Böckers, Anja
Titel	The Use of a Mobile Learning Tool by Medical Students in Undergraduate Anatomy and its Effects on Assessment Outcomes
Quelle	In: Anatomical Sciences Education, 13 (2020) 1, S.8-18 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Böckers, Anja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1878
Schlagwörter	Anatomy; Undergraduate Students; Telecommunications; Handheld Devices; Computer Software; Medical Students; Teaching Methods; Computer Assisted Instruction; Multiple Choice Tests; Seminars; Outcomes of Education; Student Motivation; Course Content; Science Tests; Comparative Analysis; Scores; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Anatomie; Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Seminar; Lernleistung; Schulerfolg; Schulische Motivation; Kursprogramm; Unterrichtserfolg
Abstract	Hand-held devices have revolutionized communication and education in the last decade. Consequently, mobile learning (m-learning) has become popular among medical students. Nevertheless, there are relatively few studies assessing students' learning outcomes using m-learning devices. This observational study presents an anatomy m-learning tool ("eMed"-App), an application developed to accompany an anatomy seminar and support medical students' self-directed learning of the skeletal system. Questionnaire data describe where, how frequently, and why students used the app. Multiple choice examination results were analyzed to evaluate whether usage of the app had an effect on test scores. The "eMed"-App application was used by 77.5% of the students, mainly accessed by Android smartphones, and at students' homes (62.2%) in order to prepare themselves for seminar sessions (60.8%), or to review learning content (67%). Most commonly, students logged on for less than 15 minutes each time (67.8%). Frequent app users showed better test results on items covering "eMed"-App learning content. In addition, users also achieved better results on items that were not related to the content of the app and, thus, gained better overall test results and lower failure rates. The top quartile of test performers used the "eMed"-App more frequently compared to students in lower quartiles. This study demonstrated that many students, especially the high-performing ones, made use of the "eMed"-App. However, the app itself did not result in better outcomes, suggesting that top students might have been more motivated to use the app than students who were generally weak in anatomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01