An Assessment of the Impact of Multimedia, Technology-Based Learning Tools on the Cardiac Auscultation Skills of Third-Year Medical Students

Torre, Dario; Pfeifer, Kurt; Lamb, Geoffrey C.; Walters, Matthew P.; Sebastian, James; Simpson, Deborah

doi:10.3402/meo.v9i.4364

Cited by 6 publications

(4 citation statements)

References 22 publications

(17 reference statements)

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“…There are studies that show some improvement in cardiac auscultation skills among medical students and family medicine physicians following the use of multimedia CD-ROM, mobile electronic device based, or web-based cardiac auscultation programs. [7][8][9] Others have suggested small group sessions as a method of improvement in cardiac auscultation skills. 10 However, other interventions including the use of electronic sensor-based stethoscopes have been less successful.…”

Section: Introductionmentioning

confidence: 99%

Small Steps in Impacting Clinical Auscultation of Medical Students

Binka

Lewin

Gaskin

2016

Global Pediatric Health

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The objective of this study was to determine if a training module improves the auscultation skills of medical students at the University of Maryland School of Medicine. Second-year medical students completed pretests on 12 heart sounds followed by a 45-minute training module on clinical auscultation, with retesting immediately after the intervention and during their third-year pediatrics clerkship. The control group consisted of third-year medical students who did not have the intervention. There was a 23% improvement in the identification of heart sounds postintervention (P < .001). Diastolic and valvular murmurs were poorly identified pre- and post intervention. There was a 6% decline in accuracy of the intervention group in the following academic year. The intervention group was superior to the control group at identifying the tested heart sounds (49% vs 43%, P = .04). The accuracy of second-year medical students in identifying heart sounds improved after a brief training module.

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Section: Introductionmentioning

confidence: 99%

Small Steps in Impacting Clinical Auscultation of Medical Students

Binka

Lewin

Gaskin

2016

Global Pediatric Health

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“…The quality of the tests appeared to be valuable tools for formative assessment of the students and charting their course of self-directed learning, the central concept of the study, particularly the concurrent validity, which reflected realtime evaluation of the test. Torre (2004) and McNulty (2006) identified satisfaction factors in computer based instruction, including user-friendliness, selfdirectedness, technological efficiency, interactivity of learning materials, timely personal feedback, and confidence in overcoming challenging assignments. The ‗anytime, anywhere' convenience of online learningwherever there is availability of the internet and of a home, office or dormitory computer play a crucial role for students.…”

Section: Discussionmentioning

confidence: 99%

Development and assessment of an online computer- assisted instruction method

Vichitvejpaisal

Panjamawat²,

Varasunun

et al. 2014

SE Asian Jnl Med Educ

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Objectives:The purposes of this study were to develop an online computer-assisted instruction method and assess its efficiency in terms of propriety, feasibility, accuracy and utility standards. Method:The sample consisted of third-year medical students and critical care nurses, who volunteered to join the study. Research tools included online activities and student assessments, open-ended questionnaires and students' record profiles. Data was analysed using the percentage, mean, standard deviation, correlation coefficient and t-test.Results: A total of 83 out of 116 third-year medical students (71.55%) and 35 out of 56 critical care nurses (62.50%) registered through the website, and completed the learning courseware. Results of the system efficiency assessment through the tests and open-ended questionnaires showed that it was highly appropriate for use in communicating for learning; it was also found that the system was highly feasible in stimulating learners to continuously plan for self-directed learning and for system accuracy. It appeared that the system had objectivity, construct validity, concurrent validity, and internal reliability; and for system utility, it was found that learners gained high learning achievement and growth scores. Online record profiles revealed that 63 medical students and 35 nurses appreciated the significance of the developed online learning system as fair to full. Conclusion:The online computer-assisted instruction method was highly efficient. Through selfdirected learning, the students were stimulated to apply problem-solving strategies, individual help seeking strategies, and self-regulation, as well as develop critical thinking with discretion for selfassessment and continue learning with a sense of self-actualization and self-esteem.

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“…( 의학교육에서 CAI는 PBL의 진행 (Schor et al, 1995), 해부학적 지식의 교육 (Stanford et al, 1994;Gould, 2001), 청진, 수술 등의 술기 시행능력 향상 (Devitt et al, 1998;Torre et al, 2004)…”

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Development and Assessment of Multimedia Learning Tool on Clinical Microbiology for Undergraduate Medical Students

Oh¹,

Lee²,

Kim³

et al. 2006

Korean J Med Educ

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Insufficient teaching of clinical microbiology, often caused by limited resources in medical schools, might be a reason for inaccurate diagnosis and treatment of infectious diseases by doctors. The purpose of this study is to develop and assess a multimedia self-learning tool (MSLT) for clinical microbiology course.Methods: We developed the MSLT based on existing self-directed learning tools. This tool was used by second-and third-year medical students. We randomly assigned 67 participating students to two groups: one (29) with lectures only and the other (38) with the MSLT only. We conducted pre-and post-tests.Results: There are no differences in the pre-and post-test scores between the lecture group and the MSLT group in knowledge of bacterial classification, understanding of infectious diseases, proper use of laboratory tests, and proper selection of antimicrobials. However, post-test scores were significantly higher in both groups. Conclusion:The MSLT was found to be as equally effective as lectures, at least, test scorewise. Teachers could use either this tool alone or combined with conventional lectures to improve and enhance teaching in clinical microbiology. The results shed new insights into the possibility of introducing new teaching methods in clinical microbiology for future medical education. 󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏󰠏

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An Assessment of the Impact of Multimedia, Technology-Based Learning Tools on the Cardiac Auscultation Skills of Third-Year Medical Students

Abstract: The combination of traditional lecture and multi-media, technology-based, self-directed learning tools appears to be an effective and efficient strategy for teaching and reinforcing cardiac auscultation skills to third year medical students.

Cited by 6 publications

References 22 publications

Small Steps in Impacting Clinical Auscultation of Medical Students

Small Steps in Impacting Clinical Auscultation of Medical Students

Development and assessment of an online computer- assisted instruction method

Development and Assessment of Multimedia Learning Tool on Clinical Microbiology for Undergraduate Medical Students

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