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LectureKeepr: A novel approach to studying in the adaptive curriculum.

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  • المؤلفون: Brown A;Brown A; Ajufo E; Ajufo E; Cone C; Cone C; Quirk M; Quirk M
  • المصدر:
    Medical teacher [Med Teach] 2018 Aug; Vol. 40 (8), pp. 834-837. Date of Electronic Publication: 2018 Jul 23.
  • نوع النشر :
    Journal Article; Randomized Controlled Trial
  • اللغة:
    English
  • معلومة اضافية
    • المصدر:
      Publisher: Informa Healthcare Country of Publication: England NLM ID: 7909593 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1466-187X (Electronic) Linking ISSN: 0142159X NLM ISO Abbreviation: Med Teach Subsets: MEDLINE
    • بيانات النشر:
      Publication: London : Informa Healthcare
      Original Publication: London, Update Publications.
    • الموضوع:
      Learning* ; Mobile Applications*; Education, Medical/*methods; Analysis of Variance ; Educational Measurement ; Humans ; Knowledge ; Smartphone ; Students, Medical ; Video Recording
    • نبذة مختصرة :
      As medical students search for ways to squeeze more hours of learning into their day, many have turned to technology for quick and efficient ways to study. Most commonly this includes based apps for purchase that involve visual tasks, mental review and repetition. Tasks involve flashcard creation, answering multiple choice questions (MCQs) and schedule planning. They typically require students to visually interact with a computer or smartphone screen. Alternatively, auditory apps may not only offer the benefit of enhanced learning through review and repetition, but also address convenience, portability, and metacognitive development without physical and temporal requirements of visual presentation. Auditory learning is eyes and "hands-free" allowing the learner to contiguously engage in other activities such as physical exercise, traveling, eating, etc. In this randomized, case-comparison study, half of the students were exposed to audio lecture content before class using a mobile application called LectureKeepr (LK) and half were exposed to lecture content before class via written material prepared by the professor. Pre- and post-MCQ quizzes were used to measure differences between groups in knowledge improvement. In addition, student perceptions of the auditory learning experience were assessed by an on-line survey. ANOVA with repeated measures revealed that students in the LK intervention group performed better on the postquiz than the students in the written materials group.
    • Comments:
      Comment in: Med Teach. 2019 May;41(5):609-610. (PMID: 30290704)
      Comment in: Med Teach. 2019 May;41(5):609. (PMID: 30293469)
      Comment in: Med Teach. 2019 May;41(5):608. (PMID: 30303697)
    • الموضوع:
      Date Created: 20180724 Date Completed: 20190205 Latest Revision: 20190215
    • الموضوع:
      20240829
    • الرقم المعرف:
      10.1080/0142159X.2018.1484895
    • الرقم المعرف:
      30033790