背景:医学生面临着学习大量复杂信息的挑战。现有研究表明,使用多媒体资源可以改善学习效果,但有关其对足病教育影响的报告很少。探索基于多媒体的学习工具在丰富医学教育中的潜力,这项研究检查了渗透的影响,一个以互动视频为特色的平台,抽认卡,以及关于足病医学生成绩的自我评估测验。
方法:这项准实验研究检查了渗透的影响,带有视频的多媒体学习平台,抽认卡,和测验,关于足病医学生的学习成果。两个队列(T=渗透通道,N=86;C=没有访问,N=87)连续参加了药理学和足病医学课程。期末考试成绩,最终课程成绩,平台使用指标(每周观看的视频中位数,抽认卡,和测验),并对学生体验调查进行了分析。
结果:分析显示,在药理学和足病医学方面,两组之间的期末考试成绩没有统计学上的显著差异。虽然治疗组表现出轻微的上升趋势,需要进一步的研究才能获得确凿的证据。学生对渗透的看法是积极的,90.2%的学生同意它促进了概念学习和理解,而教科书则为54.9%。同样,80.4%的治疗组认为渗透增强了他们的测试性能,超过教科书记录的54.9%。相关分析表明,平台使用与学术成功之间存在合理的联系,如与最终成绩的中等正相关(r=[0.14,0.28])所反映的那样。Logistic回归分析显示,使用渗透的学生在药理学期末考试中得分90%或更高的可能性是2.88倍(p<0.05),并且在儿科医学中获得高(90%)最终课程成绩的几率增加(OR=2.71)。
结论:这些研究结果表明,Osmosis有望成为支持足病医学生学习的工具。虽然期末考试成绩缺乏统计学上的显著差异,但需要进一步调查,积极的学生观念,高参与率,在特定领域获得高分的几率增加表明渗透对学术成果产生积极影响的潜力。因此,Osmosis等基于多媒体的资源似乎有望成为支持儿科医学教育的工具。准实验设计固有的局限性需要进一步研究以确认其有效性和对儿科医学教育的长期影响。
BACKGROUND: Medical students face the challenge of learning vast amounts of complex information. Existing research suggests improved learning outcomes using multimedia resources but reports on their impact on podiatric education are scarce. To explore the potential of multimedia-based learning tools in enriching medical education, this study examined the impact of Osmosis, a platform featuring interactive videos, flashcards, and self-assessment quizzes on podiatric medical student outcomes.
METHODS: This quasi-experimental study examined the impact of Osmosis, a multimedia learning platform with videos, flashcards, and quizzes, on podiatric medical students\' learning outcomes. Two cohorts (T = Osmosis access, N = 86; C = no access, N = 87) took Pharmacology and Podiatric Medicine courses consecutively. Final exam scores, final course grades, platform usage metrics (median weekly videos watched, flashcards, and quizzes), and student experience surveys were analyzed.
RESULTS: Analyses revealed no statistically significant differences in final exam scores between the groups in Pharmacology and Podiatric Medicine. While the treatment group exhibited a slight upward trend, further research is required for conclusive evidence. Student perceptions of Osmosis were overwhelmingly positive, with 90.2% of students agreeing that it facilitated concept learning and understanding compared to 54.9% for the textbook. Similarly, 80.4% of the treatment group felt that Osmosis enhanced their test performance, exceeding the 54.9% recorded for the textbook. Correlation analysis indicates a plausible connection between platform usage and academic success, as reflected by moderate positive correlations (r = [0.14, 0.28]) with final grades. Logistic regression analysis revealed that students with Osmosis access were 2.88 times more likely to score 90% or higher on the Pharmacology final exam (p < 0.05) and exhibited increased odds of achieving high (90%+) final course grades in Podiatric Medicine (OR = 2.71).
CONCLUSIONS: These findings suggest that Osmosis holds promise as a tool to support podiatric medical student learning. While the lack of statistically significant differences in final exam scores warrants further investigation, the positive student perceptions, high engagement rates, and increased odds of high scores in specific areas indicate the potential for Osmosis to positively impact academic outcomes. Therefore, a multimedia-based resource like Osmosis appears to show promise as a tool to support podiatric medical education. The limitations inherent in the quasi-experimental design necessitate further studies to confirm its effectiveness and long-term impact on podiatric medical education.