Applying multimedia design principles enhances learning in medical education (original) (raw)
Related papers
Teaching for understanding in medical classrooms using multimedia design principles
Medical Education, 2013
this study examined whether revising a medical lecture based on evidence-based principles of multimedia design would lead to improved long-term transfer and retention in Year 3 medical students. A previous study yielded positive effects on an immediate retention test, but did not investigate long-term effects.
Indian Pediatrics
Since the introduction of cognitive theory of multimedia learning more than a decade back much empirical evidence has substantiated the theoretical rationale of multimedia instructional design principles. Medical educators use multimedia mostly for delivering lectures in the form of power-point presentations. Abundant literature is available giving instructions on the appropriate use of font type and size etc. to be used in power-point slides, but the literature applying multimedia instructional design principles for preparing effective presentations leading to active and meaningful learning is scanty. This paper deals with theoretical aspects of multimedia instructional design principles and the ways of effectively incorporating these principles for designing meaningful power-point presentations.
Design principles for developing an efficient clinical anatomy course
Medical Teacher, 2006
The exponential growth of medical knowledge presents a challenge for the medical school curriculum. Because anatomy is traditionally a long course, it is an attractive target to reduce course hours, yet designing courses that produce students with less understanding of human anatomy is not a viable option. Faced with the challenge of teaching more anatomy with less time, we set out to understand how students employ instructional media to learn anatomy inside and outside of the classroom. We developed a series of pilot programs to explore how students learn anatomy and, in particular, how they combine instructional technology with more traditional classroom and laboratory-based learning. We then integrated what we learned with principles of effective instruction to design a course that makes the most efficient use of students' in-class and out-of-class learning. Overall, we concluded that our new anatomy course needed to focus on transforming how medical students think, reason, and learn. We are currently testing the hypothesis that this novel approach will enhance the ability of students to recall and expand their base of anatomical knowledge throughout their medical school training and beyond.
Application of Cognitive Theory of Multimedia Learning in Undergraduate Surgery Course
International Journal of Surgery Research and Practice
Objective: To determine the effectiveness of video-technology in teaching general surgery operations to undergraduate medical students. Design: This questionnaire-based quasi-experimental study was conducted prospectively in the department of Surgery at the end of Surgery II course. The questionnaire comprised of items asking about demography, prior operating room experience, overall satisfaction and items based on principles of cognitive theory of multimedia learning.
Educational Multimedia Materials in Academic Medical Training
Studies in Logic, Grammar and Rhetoric, 2014
This article presents an overview of generally available applications for creating multimedia and interactive educational materials, such as presentations, instructional videos, self-tests and interactive repetitions. With the use of the presented tools, pilot materials were developed to support the teaching of biostatistics at a medical university. The authors conducted surveys among students of faculties of medicine in order to evaluate the materials used in terms of quality and usefulness. The article presents the analysis of the results obtained.
Creating a Multimedia Instructional Product for Medical School Students
Because most medical school textbooks do not adequately address pain management, the American Academy of Pain Medicine wanted to create TOP MED, an online textbook that would address this need for different specialties and which also could be used as a textbook for the Introduction to Pain Management course. This online textbook would cover 11 topics and consist of the latest findings from the most renowned experts in the different disciplines of pain medicine. This case study is a description of the process of designing and producing the online textbook.
2011
Background Educators in allied health and medical education programs utilize instructional multimedia to facilitate psychomotor skill acquisition in students. This study examines the effects of instructional multimedia on student and instructor attitudes and student study behavior. Methods Subjects consisted of 45 student physical therapists from two universities. Two skill sets were taught during the course of the study. Skill set one consisted of knee examination techniques and skill set two consisted of ankle/foot examination techniques. For each skill set, subjects were randomly assigned to either a control group or an experimental group. The control group was taught with live demonstration of the examination skills, while the experimental group was taught using multimedia. A cross-over design was utilized so that subjects in the control group for skill set one served as the experimental group for skill set two, and vice versa. During the last week of the study, students and instructors completed written questionnaires to assess attitude toward teaching methods, and students answered questions regarding study behavior. Results There were no differences between the two instructional groups in attitudes, but students in the experimental group for skill set two reported greater study time alone compared to other groups. Conclusions Multimedia provides an efficient method to teach psychomotor skills to students entering the health professions. Both students and instructors identified advantages and disadvantages for both instructional techniques. Reponses relative to instructional multimedia emphasized efficiency, processing level, autonomy, and detail of instruction compared to live presentation. Students and instructors identified conflicting views of instructional detail and control of the content.
KnE Medicine
The development of information technology (IT) in the world covers all aspects of human life, including education by using technological developments and changes that occur in the learning process. The limited collection of reference books and classical (conventional) learning versions, becomes the basis for consideration when using multimedia-based learning media to create a good and interesting learning atmosphere, so learning media must be able to evolve to provide a better learning experience for students and teachers. This study aims to describe the effectiveness of multimedia-based learning media on the achievement of student competence in human anatomy and physiology. This study was a literature review using several articles sourced from Google Scholar, Directory of Open Access Journal, and Garuda. The inclusion criteria for reviewed articles included articles that investigated multimediabased learning with various research methodologies. The results of several studies indica...
Journal of the College of Physicians and Surgeons--Pakistan: JCPSP
To compare the impact of the PowerPoint multimedia presentation and chalkboard in teaching by assessing the knowledge based on the marks obtained. Study Design: Cross-sectional study. Place and Duration of Study: Methodology: Three-hundred male medical students were divided into three groups and a selected content-based lecture in physiology was delivered. For one group lecture was delivered using PowerPoint presentation, for second group using chalkboard and for third group the lecture was delivered by using both PowerPoint as well as chalkboard. Single-best Multiple Choice Questions [MCQs] paper was used for assessing the knowledge gained. The same exercise was repeated in another medical science school for the confirmation of validity and reliability of the results. Results: Students who attended the class on both PowerPoint and chalkboard obtained significantly higher score in single best MCQ examination compared to those students who attended the same content based lecture on the PowerPoint or chalkboard alone (p = 0.05). Conclusion: The integrated (PowerPoint and chalkboard) method of teaching was found more suitable tool of teaching and learning than PowerPoint or chalkboard alone.