This article elucidates a participatory design process in which a prototype iBook was embedded within the context of secondary science classrooms through multiple interventions. Unexpectedly, a low number of students preferred this digital learning tool, and its use did not improve their learning outcomes. 005) the lowest test score median values were found for neuropathology questions not related to the NP-iB, in students who used it for more than 3 hours. Statistically significant test score differences were found across how much time students used the NP-iB ( p =. Ninety percent of users had a positive perception although no statistically significant differences were found in median test scores between users and non-users. NP-iB users ( n = 51, 17%) and usage time were identified by answers to multiple-choice questions embedded in the course assessments. Using a post-test only control group design, data were gathered from all students enrolled in the course in two different semesters, fall 2017 and spring 2018 ( n = 300). Our hypothesis: the NP-iB improves students’ ability to recognize these diseases, reflected in higher test scores. The goal of each chapter is to reach a diagnosis by interactively answering specific questions after reviewing relevant medical history, clinical pathology, and autopsy findings. Composed of 10 chapters (cases), this Neuropathology iBook (NP-iB) reviews basic clinical manifestations, neuropathology, and pathogenesis of common non-neoplastic conditions that cause brain disease in domestic animals. We report the development of such a tool in iBook format for the systemic pathology course delivered at Ross University School of Veterinary Medicine. Delivering a gamified learning tool on this topic may motivate students and increase knowledge in the discipline. Neuropathology is a challenging subject for most medical students.
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