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An exploration of students’ use of digital resources for self-study in anatomy: a survey study
Background
The development of technology has provided new ways for active engagement and for visualizing structures in anatomy education including digital resources that may be used outside of the classroom. To support students’ learning, there is a need to better understand students’ experiences of using digital resources. This study aimed to identify which resources students use, their preferences, the purpose of using them, and barriers to adopting tools for self-study of anatomy.
Methods
A mixed -methods approach combining qualitative and quantitative data was used to collect and analyse data. Two consecutive cohorts of first-semester medical students (n = 278) were invited to complete an anonymized survey. The survey consisted of itemized questions, free-text space for comments, and one open-ended question. Descriptive statistics were used for demographics and itemized answers. Comments and free-text answers were analysed qualitatively using abductive inference.
Results
One hundred and twenty-seven students completed the survey (response rate 45%). Most students (46%) reported that they spend more than 30 h/per week on self-study. They used a variety of digital resources for different purposes. Most students used digital resources to prepare for examinations, when they encountered difficulties and after going through a section. Students reported that they would use digital resources to a greater extent if they were offered an introduction, if resources were more accessible, and if they could interact with a tutor. The free-text responses revealed that digital resources helped students understand anatomy, allowed them to make active choices, provided tools for repetition and memorization, accelerated and simplified the learning process, and complemented other learning resources.
Conclusions
Digital resources may support the understanding of anatomy by offering alternative modes of learning and providing a valuable complement to other learning resources. Educators should consider how digital resources are introduced and offer support and feedback.
Journal Article
Ukulele for dummies
Presents an introduction to playing the ukulele, discussing such topics as chords, strumming, fingerpicking, and different genres and styles, along with advice on selecting and caring for an instrument.
Book
Effectiveness and user satisfaction of an online cell morphology self-study and self-test platform on blood smear diagnostic skills
Objective
To evaluate the effectiveness and user satisfaction of an online cell morphology self-study and self-test platform designed to enhance the blood smear morphology diagnostic skills of hospital laboratory technicians.
Methods
We developed an online platform incorporating machine learning algorithms for automated recognition and classification of blood cell morphology. The platform allows users to assess cell types and provides real-time feedback. We conducted a multi-center study involving 1,034 registered users from various hospitals. User satisfaction was assessed using a 5-point Likert scale survey. The platform’s effectiveness was evaluated by comparing users’ diagnostic accuracy before and after using the platform for three months. We also compared the platform’s performance with other automated morphology recognition systems.
Results
User satisfaction was high, with mean scores of 4.5/5 for the platform’s usefulness in recognizing morphological features, 4.4/5 for assisting in case diagnosis, 4.6/5 for serving as an educational tool, and 4.5/5 for facilitating morphology reporting. Users’ diagnostic accuracy significantly improved from 65.3 to 89.6% after using the platform (
p
< 0.001). The platform’s cell recognition accuracy (92.1%) was comparable to other state-of-the-art automated systems.
Conclusion
The online cell morphology self-study and self-test platform is an effective tool for enhancing blood smear diagnostic skills of hospital laboratory technicians, with high user satisfaction and performance comparable to other automated systems. Widespread adoption of this platform could improve the quality of blood smear morphology assessment in clinical practice.
Clinical trial number
Not applicable.
Journal Article
The Association between Academic Schedule and Physical Activity Behaviors in University Students
Background: University students sit too much, which is detrimental to their physical and mental health. Academic schedules, including scheduled education time and self-study time, may influence their physical activity behaviors. Objectives: To investigate (1) the association between scheduled education time and students’ physical activity levels during weekdays; (2) the association between self-study time and students’ physical activity levels during the weekdays and weekends. Methods: 126 (68 Maastricht University (UM); 58 KU Leuven (KUL)) first-year undergraduate students in biomedical sciences (mean ± SD age: 19.3 ± 1.0, BMI: 22.0 ± 3.0, 17% men, 83% women) completed a demographics questionnaire and reported their academic activities with a 7-day logbook. Furthermore, their physical activity behavior was measured with the activPAL monitor for 7 days. Linear mixed models were used to examine the associations between university (UM versus KUL), academic activities (scheduled education time and self-study time), and students’ activity levels. Results: During weekdays, each hour of scheduled education time per day was significantly associated with a 1.3 min decrease of moderate to vigorous physical activity (MVPA) per day. Scheduled education time was not significantly associated with the sedentary time, light-intensity physical activity (LPA), and active sedentary behavior ratio. Each hour of self-study per day was significantly associated with 8 min more of sedentary time per day, 6 min less LPA per day, and 1.3 min less MVPA per day. Self-study time was not significantly associated with active sedentary behavior ratio. During the weekend, each hour of self-study time per day was associated with an additional 17.8 min of sedentary time per day and a reduction of 15.2 min of LPA per day. Self-study time was not significantly associated with the time spent doing MVPA and active sedentary behavior ratio. Conclusions: It could be more effective to change students’ physical activity behaviors during self-study than during scheduled education time. Therefore, offering a study environment that reduces sedentary behavior and promotes light-intensity physical activity, is crucial.
Journal Article
Effect of active learning and online discussions on the academic performances of dental students
Background
COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education.
Methods
This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussion [LD], lecture and discussion with instructor’s worksheet [LW], self-study and discussion [SSD], and self-study and discussion with instructor’s worksheet [SW]) using the random breakout room function in the Zoom video conference application. Their final test scores were then analyzed using analysis of variance and the online active learning results were compared with the offline learning results.
Results
The scores were highest for the transfer type items in the SSD group, followed by the SW group and the two lecture groups, which had no significant differences. These scores and pattern differences between the groups were similar for all items. The results suggested that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes. In addition, the effect of the instructor's intervention in the middle of the discussion varied depending on the pre-learning activities of discussion. As with previous offline experiments, self-study followed by group discussion had higher learning outcomes for both the verbatim and transfer type items.
Conclusions
In agreement with the Interactive, Constructive, Active, and Passive (ICAP) framework and other active learning theories, the findings clearly indicated that online active learning was applicable to dental students, and when self-study precedes discussion, the learning is richer and the learning outcomes are better.
Journal Article
Data Collection in Times of Pandemic: A Self-Study and Revisit of Research Practices During a Crisis
COVID-19 as a global pandemic has greatly disrupted research, not only in terms of the practicality of research activities such as data collection, but also in data quality. Using self-study in form of duoethnography method for reflecting on research practice, this article reviews and reflects on the practices of remote data collection during the pandemic and further revisits additional issues brought about by these practices and concerns. One key observation from this self-study is the prevalence of practical challenges, particularly those related to participant access, that overshadows the potential advantages of remote data collection as well as other challenges. This challenge results in researchers’ reduced control of the research process and also a requirement for more flexibility, greater sensitivity toward the participants and research skills for the researchers. We also observe greater conflation of quantitative and qualitative data collection and the emergence of triangulation as the main strategy to offset potential threats to data quality. This article concludes by calling for more discussions on several areas that feature scarce discussion in literature, including potential rhetoric importance assigned to data collection, adequacy of triangulation to safeguard data quality, and the potential difference between COVID-19’s impact on quantitative and qualitative research.
Journal Article