Using interactive multimedia e-Books for learning blood cell morphology in pediatric hematology

Hsiao, Chih‐Cheng; Tiao, Mao‐Meng; Chen, Chih‐Cheng

doi:10.1186/s12909-016-0816-9

Cited by 54 publications

(52 citation statements)

References 17 publications

(18 reference statements)

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“…2). The case study "reducing the hemolysis rate", which was discussed in the traditional course, was selected as the main focus of the FC-EBM course [23]. Seven eBook learning units were produced as follows: (1) introduction to EBM, (2) asking questions, (3) finding evidence, (4) type of experiment, (5) reviewing literature, (6) clinical effects and (7) clinical use.…”

Section: Activities During Class Incorporated Various Componentsmentioning

confidence: 99%

Effects of a quasi-experimental study of using flipped classroom approach to teach evidence-based medicine to medical technology students

et al. 2020

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Background: Flipped classroom is known to improve learning efficiency and to develop one's ability to apply highlevel knowledge. To investigate the effect of flipped classroom approach on teaching evidence-based medicine to medical technology students, we conducted a tailor-made six flipped classroom based EBM courses for medical technology students. Methods: This study adopted a qusai-experimental design with 62 medical technology interns as the research object. Students in the experimental group attended the flipped classroom course, while students in the control group attended the traditional course. The learning outcomes were evaluated by Fresno test in both groups. Furthermore, to understand student's perceptions on the flipped classroom approach, students in the experimental group were required to fill in a satisfaction survey and answer some open-ended questions.Results: The Fresno test scores of the experimental group were significantly higher than that of the control group. From the results of the satisfaction survey, we know that students were satisfied with this course format. Students claimed that the flipped classroom approach could improve their learning efficiency and the interactions with teacher could help them to think more deeply. Conclusions: To conclude, most students showed positive attitudes and views on flipped classroom strategy. Moreover, students' questions were solved more effectively during class resulting in an improvement of effectiveness of evidence-based medicine trainings.

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Section: Activities During Class Incorporated Various Componentsmentioning

confidence: 99%

Effects of a quasi-experimental study of using flipped classroom approach to teach evidence-based medicine to medical technology students

et al. 2020

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“…However, interns in the interactive multimedia e-book group achieved much better scores in the post-test than those in the PowerPoint group (mean score 103.2 versus 70.6; p <0.001). The overall results of interest, motivation, and effectiveness were very positive in the multimedia e-book groupie [10].…”

Section: B E-book In Teaching and Learningmentioning

confidence: 95%

“…Making interactive e-books has the potential to transform learning far from the acquisition of basic facts (i.e. printed material, didactic lectures, PPT) to actively acquire and apply knowledge and skills because it can include multimedia and interactive learning [10].…”

Section: Introductionmentioning

confidence: 99%

E-Books in Teaching and Learning Process

Tuah¹,

Herman²,

Maknun³

2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

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The e-book is currently not so much used in the teaching and learning system, because there are still many teachers who like teaching and learning with the old method but do not rule out the possibility that in the future the e-book will be used more, because in this article the author reviews research studies on the use of e-books in learning by reviewing the evidence of several weaknesses and advantages of e-books. From the overall findings discussed, we conclude that e-books provide a positive response to students.

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“…However, WBME using VLEs is not a single entity, and various configurations are used, such as e-mail and multimedia 8 , and instructional methods, such as recorded lectures 9 , patient cases 10 , self-assessment, feedback, and interactive discussions 11 .…”

Section: Contextomentioning

confidence: 99%

Web-Based Undergraduate Medical Education in a Virtual Learning Environment Using an Original Pedagogical Approach: an Observational Longitudinal Study

Magalhães

2019

Rev. bras. educ. med.

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Background: Asynchronous Web-based Medical Education in Virtual Learning Environments (VLEs) has grown steadily because of its many advantages. Various configurations and instructional methods are presently available. The existing proposals are poorly structured and/or not very effectively used for teaching diagnostic skills to undergraduate medical students in Brazil. A robust instructional method with positive pedagogical characteristics is needed. Thus, we have proposed a pedagogicallystructured method for VLEs that includes a motivating initial reading (Medical Chronicle -MC), and a knowledge building program, using real cases coupled with audiovisual resources (Diagnostic Workshop -DW). We aimed to verify its acceptance, as well as the efficacy of the MC/DW method in improving the diagnostic ability of medical students, in the long term. Methods: An opinion survey, two MC/DW materials and two Knowledge and Diagnostic Skills (KDS) questionnaires on stroke and epilepsy were developed, and two medical student groups were followed up in this 2013 longitudinal observational study. The students answered a KDS1, and attended a traditional lecture on one of the topics. They also accessed a VLE to apply the MC/DW method on stroke or epilepsy. We applied the same questionnaire (KDS2 and KDS3, respectively), one month and 5-6 months after the KDS1. We analyzed the mean KDS1 score of all the students, and the mean pairwise of those who accessed and those who did not access the VLEs during these three stages. An opinion survey was applied, and the results were analyzed by descriptive statistics. Results: 87 students participated in the study, but six were excluded as they did not answer the questionnaires. The KDS1 general mean score was 1.59 (SD0.71). We found that 66 students (81.5%) accessed the VLE, showing a significant improvement in diagnostic skills in the KDS2 (mean5.65, p<0.05) and KDS3 (mean 4.57, p<0.05), with non-significant variations for those who did not access it. The MC was considered at least good for 62 students (94%), with 52 students (78.8%) finding that a checklist was sufficient to clear up all their DW doubts. Conclusions: The MC/DW method in VLE proved to be effective for improving the diagnostic capability of the undergraduate medical students in the long term, and it was well accepted by the students. It presents several positive pedagogical characteristics and can be replicated. REVISTA BRASILEIRA DE EDUCAÇÃO MÉDICA 43 (1) : 97 -104 ; 2019 98 Lucas Vilas Bôas Magalhães et al. http://dx.

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Using interactive multimedia e-Books for learning blood cell morphology in pediatric hematology

Cited by 54 publications

References 17 publications

Effects of a quasi-experimental study of using flipped classroom approach to teach evidence-based medicine to medical technology students

Effects of a quasi-experimental study of using flipped classroom approach to teach evidence-based medicine to medical technology students

E-Books in Teaching and Learning Process

Web-Based Undergraduate Medical Education in a Virtual Learning Environment Using an Original Pedagogical Approach: an Observational Longitudinal Study

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