Journal of Advances in Medical Education & Professionalism

Introducing a mobile learning model in medical education during COVID-19; a critical review

MASOMEH KALANTARION; MOHAMMAD-MEHDI SADOUGHI; SOLEIMAN AHMADY; PER KALLESTRUP; MARZIEH KATIBEH; NASRIN - KHAJEALI

Volume 10, Issue 3 , July 2022, , Pages 145-155

https://doi.org/10.30476/jamp.2022.93494.1534

Abstract

Introduction: Mobile learning is one of the innovative teaching techniques that help medical students gain knowledge and skills. One of the factors that expanded the use of this strategy ... Read More

Impact of immediate feedback on the learning of medical students in pharmacology

DINESH K BADYAL; SUMAN BALA; TEJINDER SINGH; GAURAV GULREZ

Volume 7, Issue 1 , January 2019, , Pages 1-6

https://doi.org/10.30476/jamp.2019.41036

Abstract

Introduction: Providing feedback to students is an essentialcomponent in medical education and has been shown to improvethe students’ learning. The purpose of this study is to ... Read More Introduction: Providing feedback to students is an essentialcomponent in medical education and has been shown to improvethe students’ learning. The purpose of this study is to evaluatethe effect of computer-based immediate feedback on the medicalstudents’ learning in a pharmacology course. Methods: In this prospective intervention study some feedbackmodules in pharmacology (FMP) were prepared in two topics:the cardiovascular system (CVS) and chemotherapy, using blanktemplates on “Hot Potatoes” software. The FMP included MCbasedquestions and two versions were developed: one withfeedback (FMP-1) and the other without feedback (FMP-2). TheFMP-1 module provided immediate feedback for each option thestudent chose. The students (n=48) were randomized by computergenerated random number table to two groups A and B to receivethe module in CVS, i.e., FMP-1 and FMP-2, respectively. A crossoverdesign was adopted to expose all students to immediatefeedback modules. The test scores were compared and feedbackwas obtained from students and faculty using a validatedquestionnaire. A focus group discussion was conducted to clarifythe issues raised by the students. Results: The module with immediate feedback was much better appreciated by the students than the module without feedback. The students spent more time on FMP-1 (42±7.00 minutes vs 27±12.36 minutes; p<0.001 in chemotherapy and 40±12.11 minutes vs 24±6.01 minutes; p<0.001 in CVS). However, there was no statistically significant difference in mean test scores. The qualitative data collected provided important information on the value of immediate feedback. The students believed that immediate feedback was an excellent way for self-assessment and improved their deeper understanding of content areas. They also felt that it supplemented their traditional learning habitsand stimulated them to read more. The students enjoyed its nonthreatening nature.Conclusion: Immediate feedback improved the deeper understanding of pharmacology and its relevance to medicine for the two topics although immediate feedback did not improve test scores. Overall, immediate feedback had a positive impact on the students’ self-directed learning.

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Keywords = Computers

Introducing a mobile learning model in medical education during COVID-19; a critical review

Abstract

Impact of immediate feedback on the learning of medical students in pharmacology

Abstract