METHODS: This was a retrospective case report. Students developed their own infographics as a group assignment to present in the classroom. During course orientation and at the end of the course, students were asked to complete an optional survey about infographics.
RESULTS: Fifty students completed the survey. All students (n=50) reported that they were attracted to visual information, and 74% (n=37) had used an infographic as an educational/informative tool. 74% (n=37) completed the post-intervention survey and found infographics valuable in reviewing course content. 95% (n=35) would consider using infographics as a learning and knowledge translation (KT) tool in the future.
CONCLUSIONS: These data validated students\' interest in visual information and awareness about the use of infographics as an educational/informative tool. Health care educators may use innovative KT strategies, such as infographics, in the classroom to encourage students to develop competency in KT and dissemination of information.
方法:这是一个回顾性病例报告。学生开发了自己的信息图表,作为小组作业在课堂上呈现。在课程定位和课程结束时,学生被要求完成一项关于信息图表的可选调查。
结果:50名学生完成了调查。所有学生(n=50)报告说他们被视觉信息所吸引,74%(n=37)使用信息图表作为教育/信息工具。74%(n=37)完成了干预后调查,发现信息图表在审查课程内容方面很有价值。95%(n=35)将考虑将来使用信息图表作为学习和知识翻译(KT)工具。
结论:这些数据验证了学生对视觉信息的兴趣和对使用信息图表作为教育/信息工具的认识。卫生保健教育工作者可以使用创新的KT策略,如信息图表,在课堂上鼓励学生发展KT能力和信息传播。