Red Cell Indexes Made Easy Using an Interactive Animation: Do Students and Their Scores Concur?

Autor/inn/en	Kachroo, Upasana; Vinod, Elizabeth; Balasubramanian, Sivakumar; W., Jesi; Prince, Neetu
Titel	Red Cell Indexes Made Easy Using an Interactive Animation: Do Students and Their Scores Concur?
Quelle	In: Advances in Physiology Education, 42 (2018) 1, S.50-55 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00142.2017
Schlagwörter	Animation; Medical Students; Cytology; Medical Education; Science Instruction; Physiology; Instructional Effectiveness; Conventional Instruction; Comparative Analysis; Computer Uses in Education; Questionnaires + Suchen Sie Ihr Suchwort? Zytologie; Medizinische Ausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physiologie; Unterrichtserfolg; Computernutzung; Fragebogen
Abstract	A good understanding of red cell indexes can aid medical students in a considerable manner, serving as a basis to unravel both concepts in red cell physiology and abnormalities associated with the same. In this study, we tried to assess whether an interactive animation was helpful in improving student comprehension and understanding of red cell indexes compared with conventional classroom teaching. Eighty-eight first-year MBBS students participated, of which 44 were assigned to "group A" and 44 were assigned to "group B" after randomization. After further creation of smaller groups, students were provided with 45 min to revise red cell indexes, after which they were required to complete a multimodal questionnaire. "Group A" subgroups used written material for revision, whereas "group B" subgroups had access to an interactive animation. After completion of the questionnaire, "group A" students also used the animation after which feedback was collected from all students. Efficacy of the animation to improve learning and retention was demonstrated, as "group B" students scored significantly higher than "group A" students on the questionnaire (P = 0.0003). A clear majority of the students agreed/strongly agreed that the animation was easy to operate, conveyed important concepts efficiently, and improved their knowledge of related clinical aspects as well. From the results and feedback, we found that the animation was a simple, well-received model, which, by significantly improving student performance, corroborated our hypothesis that inclusion of interactive animation into student curriculum can advance their academic attainment, compared with didactic teaching alone. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01