PDF(Pubmed)
Abstract：
UNASSIGNED: The use of digital educational resources has gained widespread popularity across all disciplines in medical education; pediatrics being no exception. In this paper, we report how instructional design and multimedia principles were used to develop and evaluate an e-learning resource on Kawasaki Disease, which was primarily created as a revision aid for undergraduate medical students.
UNASSIGNED: The design and development of the resource was based upon the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional model. A \"People, Activities, Contexts and Technologies\" (PACT) analysis was initially undertaken to identify learners\' needs, and the 12 Principles of Multimedia Design informed the development of the resource. The evaluation strategy was informed by the Usability Evaluation Method for e-Learning Applications and focused on the instructional design parameters of navigation, visual design and intrinsic motivation to learn.
UNASSIGNED: Feedback from the seven medical students who completed and evaluated the resource showed high levels of satisfaction. Students perceived it to be beneficial to their learning and indicated a preference for an interactive digital resource over traditional modes of learning, such as textbooks. However, as this was a small-scale evaluation, suggestions for further evaluation and how this may inform ongoing development of the resource are considered in this paper.
UNASSIGNED: The design and development of the resource was based upon the Analysis, Design, Development, Implementation and Evaluation (ADDIE) instructional model. A \"People, Activities, Contexts and Technologies\" (PACT) analysis was initially undertaken to identify learners\' needs, and the 12 Principles of Multimedia Design informed the development of the resource. The evaluation strategy was informed by the Usability Evaluation Method for e-Learning Applications and focused on the instructional design parameters of navigation, visual design and intrinsic motivation to learn.
UNASSIGNED: Feedback from the seven medical students who completed and evaluated the resource showed high levels of satisfaction. Students perceived it to be beneficial to their learning and indicated a preference for an interactive digital resource over traditional modes of learning, such as textbooks. However, as this was a small-scale evaluation, suggestions for further evaluation and how this may inform ongoing development of the resource are considered in this paper.
摘要：
■数字教育资源的使用已在医学教育的所有学科中广泛普及；儿科也不例外。在本文中,我们报告了如何使用教学设计和多媒体原理来开发和评估川崎病的电子学习资源，它主要是作为本科生医学生的修订辅助工具而创建的。
■资源的设计和开发基于分析，设计,发展,实施与评价(ADDIE)教学模式。A\"人,活动,上下文和技术“(PACT)分析最初是为了确定学习者的需求，多媒体设计的12条原则为资源的开发提供了信息。评估策略是通过电子学习应用程序的可用性评估方法提供的，并侧重于导航的教学设计参数，视觉设计和学习的内在动机。
■来自完成和评估资源的七名医学生的反馈显示出很高的满意度。学生认为这对他们的学习有益，并表示比传统的学习模式更喜欢交互式数字资源，比如教科书。然而,因为这是一个小规模的评估，本文考虑了进一步评估的建议，以及如何为资源的持续开发提供信息。
■资源的设计和开发基于分析，设计,发展,实施与评价(ADDIE)教学模式。A\"人,活动,上下文和技术“(PACT)分析最初是为了确定学习者的需求，多媒体设计的12条原则为资源的开发提供了信息。评估策略是通过电子学习应用程序的可用性评估方法提供的，并侧重于导航的教学设计参数，视觉设计和学习的内在动机。
■来自完成和评估资源的七名医学生的反馈显示出很高的满意度。学生认为这对他们的学习有益，并表示比传统的学习模式更喜欢交互式数字资源，比如教科书。然而,因为这是一个小规模的评估，本文考虑了进一步评估的建议，以及如何为资源的持续开发提供信息。
