Morteza Nasiri, Mostafa Nasiri, Sara Adarvishi, Taeibeh Hadigol,
Volume 7, Issue 14 (6-2014)
Abstract
Background and Objective: Learning via mobile, as a new stage of electronic learning development, has been introduced to provide opportunities for transferring information and improving students learning that its role has not defined in medical education clearly. Present study was carried out to compare the effects of anatomy education through lecture and mobile learning on medicine students’ learning and knowledge retention. Material and Methods: This quasi-experimental study with pretest-posttest design, conducted on 62 medicine students at Busheher University of Medical Sciences on 2013. Students were selected through census method and randomly divided into control group (instructed by lecture) and experimental group (instructed by mobile) and after pretest, received education. To collect data, an achievement test was used which included 30 questions in three levels of knowledge, apprehension and application. The effects of training were measure immediately after training and 4 weeks later. Data were analyzed through repeated measure ANOVA and independent t-tests with SPSS19 software. Results: The mean and standard deviation of scores in all learning levels in the lecture group before, immediately after and 4 weeks after training were respectively 12.03±2.822, 21.10±3.294 and 19.30±4.01 (P<0.001) and were 14.3±3.706, 21.13±4.416 and 21.33±3.177 in the mobile learning group. No significant difference was observed between the groups in the post-test(P=0.1), but a significant difference (P=0.03) demonstrated the effectiveness of mobile learning in the recall stage. Conclusion: Both methods are effective ways to improve learning and retention scores of medicine students in anatomy course but education through mobile is more effective in retaining.
Dr Janpreet Singh Kala, Dr Avi Tyagi, Dr Subhash Bhukya, Dr V D S Jamwal, Dr Aseem Tandon,
Volume 16, Issue 50 (3-2023)
Abstract
Background & Objective: With the affluence of use and better accessibility, Massive Open Online Courses (MOOCs) have become essential in imparting education in the ongoing COVID scenario. The study aims to compare the effect of MOOCs versus face-to-face classrooms on medical students’ learning outcomes in anatomy exams at the end of the first year of a medical course.
Materials & Methods: The cross-sectional study included 300 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students in two batches (150 each). The first group underwent a one-year MOOCs group, and the second group experienced a one-year face-to-face classroom. The training program and study materials for the anatomy curriculum were kept the same for both groups by the standard National Medical Council curriculum of India. The assessment was standardized and based on summative University examinations.
Results: The mean score in the university theoretical exam was significantly higher in the MOOCs group as compared to the classroom learning group (66.68 ± 6.61 vs 63.52 ± 7.97, P-value: 0.001), whereas the mean scores in the practical examination were significantly higher in classroom learning group as compared to MOOCs group (78.71 ± 6.28 vs. 74.19 ± 7.45, P-value: 0.001). The MOOCs group shows better learning in the cognitive domain.
Conclusion: The classroom learning groups performed better in the practical examination, which assesses the psychomotor and affective domain of learning. Hence, a blended T/L method involving both classroom and online methods is recommended as India’s preferred approach to imparting medical education.
