PDF(Pubmed)
Abstract：
BACKGROUND: Mnemonic techniques are memory aids that could help improve memory encoding, storage, and retrieval. Using the brain\'s natural propensity for pattern recognition and association, new information is associated with something familiar, such as an image, a structure, or a pattern. This should be particularly useful for learning complex medical information. Collaborative documents have the potential to revolutionize online learning because they could increase the creativity, productivity, and efficiency of learning. The purpose of this study was to investigate the feasibility of combining peer creation and sharing of mnemonics with collaborative online documents to improve pathology education.
METHODS: We carried out a prospective, quasi-experimental, pretest-posttest pilot study. The intervention group was trained to create and share mnemonics in collaborative documents for pathological cases, based on histopathological slides. The control group compared analog and digital microscopy.
RESULTS: Both groups consisted of 41 students and did not reveal demographic differences. Performance evaluations did not reveal significant differences between the groups\' pretest and posttest scores. Our pilot study revealed several pitfalls, especially in instructional design, time on task, and digital literacy, that could have masked possible learning benefits.
CONCLUSIONS: There is a gap in evidence-based research, both on mnemonics and on CD in pathology didactics. Even though, the combination of peer creation and sharing of mnemonics is very promising from a cognitive neurobiological standpoint, and collaborative documents have great potential to promote the digital transformation of medical education and increase cooperation, creativity, productivity, and efficiency of learning. However, the incorporation of such innovative techniques requires meticulous instructional design by teachers and additional time for students to become familiar with new learning methods and the application of new digital tools to promote also digital literacy. Future studies should also take into account validated high-stakes testing for more reliable pre-posttest results, a larger cohort of students, and anticipate technical difficulties regarding new digital tools.
METHODS: We carried out a prospective, quasi-experimental, pretest-posttest pilot study. The intervention group was trained to create and share mnemonics in collaborative documents for pathological cases, based on histopathological slides. The control group compared analog and digital microscopy.
RESULTS: Both groups consisted of 41 students and did not reveal demographic differences. Performance evaluations did not reveal significant differences between the groups\' pretest and posttest scores. Our pilot study revealed several pitfalls, especially in instructional design, time on task, and digital literacy, that could have masked possible learning benefits.
CONCLUSIONS: There is a gap in evidence-based research, both on mnemonics and on CD in pathology didactics. Even though, the combination of peer creation and sharing of mnemonics is very promising from a cognitive neurobiological standpoint, and collaborative documents have great potential to promote the digital transformation of medical education and increase cooperation, creativity, productivity, and efficiency of learning. However, the incorporation of such innovative techniques requires meticulous instructional design by teachers and additional time for students to become familiar with new learning methods and the application of new digital tools to promote also digital literacy. Future studies should also take into account validated high-stakes testing for more reliable pre-posttest results, a larger cohort of students, and anticipate technical difficulties regarding new digital tools.
摘要：
背景：助记器技术是可以帮助改善记忆编码的记忆辅助工具，storage,和检索。利用大脑的自然倾向进行模式识别和联想，新信息与熟悉的东西相关联，例如图像，一个结构，或者一种模式。这对于学习复杂的医学信息应该特别有用。协作文档有可能彻底改变在线学习，因为它们可以增加创造力，生产力,和学习效率。这项研究的目的是研究将同伴创建和助记符共享与协作在线文档相结合以改善病理学教育的可行性。
方法：我们进行了前瞻性，准实验,前测-后测试点研究。对干预组进行了培训，以在病理病例的协作文档中创建和共享助记符，基于组织病理学切片。对照组比较模拟和数字显微镜。
结果：两组均由41名学生组成，没有发现人口统计学差异。绩效评估未显示各组测试前和测试后得分之间的显着差异。我们的试点研究揭示了几个陷阱，特别是在教学设计中，任务时间,数字素养，这可能掩盖了可能的学习益处。
结论：基于证据的研究存在差距，病理学教学中的助记符和CD。即使,从认知神经生物学的角度来看，同伴创造和记忆共享的结合是非常有希望的，和合作文件具有促进医学教育数字化转型和加强合作的巨大潜力，创造力,生产力,和学习效率。然而,这种创新技术的结合需要教师细致的教学设计，以及学生有更多的时间熟悉新的学习方法和应用新的数字工具来促进数字素养。未来的研究还应考虑经过验证的高风险测试，以获得更可靠的前测结果，一大群学生，并预测新数字工具的技术困难。
方法：我们进行了前瞻性，准实验,前测-后测试点研究。对干预组进行了培训，以在病理病例的协作文档中创建和共享助记符，基于组织病理学切片。对照组比较模拟和数字显微镜。
结果：两组均由41名学生组成，没有发现人口统计学差异。绩效评估未显示各组测试前和测试后得分之间的显着差异。我们的试点研究揭示了几个陷阱，特别是在教学设计中，任务时间,数字素养，这可能掩盖了可能的学习益处。
结论：基于证据的研究存在差距，病理学教学中的助记符和CD。即使,从认知神经生物学的角度来看，同伴创造和记忆共享的结合是非常有希望的，和合作文件具有促进医学教育数字化转型和加强合作的巨大潜力，创造力,生产力,和学习效率。然而,这种创新技术的结合需要教师细致的教学设计，以及学生有更多的时间熟悉新的学习方法和应用新的数字工具来促进数字素养。未来的研究还应考虑经过验证的高风险测试，以获得更可靠的前测结果，一大群学生，并预测新数字工具的技术困难。
