ERIC Number: EJ1108779
Record Type: Journal
Publication Date: 2016-Sep
Abstractor: As Provided
Reference Count: 38
Making Physiology Learning Memorable: A Mobile Phone-Assisted Case-Based Instructional Strategy
Kukolja Taradi, S.; Taradi, M.
Advances in Physiology Education, v40 n3 p383-387 Sep 2016
The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n = 311) taught by conventional didactic methods (traditional group) with those involved in a case-based problem-solving learning approach facilitated with mobile phones as web-based "clickers" (experimental group). Using their cell phones, students answered the same questions about the key physiological concepts three times. A pretest to determine their baseline knowledge was followed by two followup tests after 1 wk and 2 mo, respectively. The experimental group scored a mean of 93.2% correct items after 1 wk and 84.8% correct items after 2 mo [95% confidence intervals: (89.4, 97.0) and (79.4, 90.3), respectively]. Compared with their colleagues in the traditional group who scored 33.3% [95% confidence interval: (18.9, 47.8)] and 38.5% [95% confidence interval: (23.6, 53.4)] correct items, respectively, this was a significant increase of ~50% (P < 0.0001). Furthermore, for the experimental group, Cohen's effect size (d) values of d = 1.67 (1-wk posttest) and d = 1.38 (2-mo posttest) suggested a very high practical significance. In contrast, in the traditional group, Cohen's d values of d = 0.04 (1-wk posttest) and d = 0.15 (2-mo posttest) assumed a very low practical significance.
Descriptors: Physiology, Medical Education, Handheld Devices, Telecommunications, Educational Technology, Case Method (Teaching Technique), Teaching Methods, Active Learning, Memory, Retention (Psychology), Scientific Concepts, Audience Response Systems, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Medical Students, Control Groups, Experimental Groups, Conventional Instruction, Scores, Statistical Significance, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Croatia