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Original articles
New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback
Sang-Shin Lee, Haeyoung Lee, Hyunyong Hwang
Kosin Med J. 2022;37(1):75-82.   Published online March 25, 2022
DOI: https://doi.org/10.7180/kmj.22.010
  • 3,277 View
  • 102 Download
  • 5 Citations
Abstract PDFPubReader   ePub   
Background
To overcome communication obstacles between medical students and trainers, we designed serial learning activities utilizing a smartphone and web-based instruction (WBI) on the Moodle platform to provide clear and retrievable trainer feedback to students on an objective structured clinical examination (OSCE) item.
Methods
We evaluated students’ learning achievement and satisfaction with the new learning tool. A total of 80 fourth-year medical students participated. They installed the Moodle app (the WBI platform) on their smartphones and practiced an endotracheal suction procedure on a medical simulation mannequin while being evaluated by a trainer regarding competence in clinical skills on the smartphone app. Students’ competency was evaluated by comparing the scores between the formative assessment and the summative assessment. The degree of satisfaction and usefulness for the smartphone and WBI system were analyzed.
Results
The means (standard deviations, SDs) of the formative and summative assessments were 8.80 (2.53) and 14.24 (1.97) out of a total of 17 points, respectively, reflecting a statistically significant difference (P<0.05). The degree of satisfaction and perceived usefulness of the smartphone app and WBI system were excellent, with means (SDs) of 4.60 (0.58), and 4.60 (0.65), respectively.
Conclusion
We believe that the learning process using a smartphone and the Moodle platform offers good guidance for OSCE skill development because trainers’ written feedback is recorded online and is retrievable at all times, enabling students to build and maintain competency through frequent feedback review.

Citations

Citations to this article as recorded by  
  • Faculty development: the need to ensure educational excellence and health care quality
    Hyekyung Shin, Min-Jeong Kim
    Kosin Medical Journal.2023; 38(1): 4.     CrossRef
  • Is It Time to Revise the Competency-Based Assessment? Objective Structured Clinical Examination and Technology Integration
    Haniye Mastour, Nazanin Shamaeian Razavi
    Shiraz E-Medical Journal.2023;[Epub]     CrossRef
  • Do we need Moodle in medical education? A review of its impact and utility
    Seri Jeong, Hyunyong Hwang
    Kosin Medical Journal.2023; 38(3): 159.     CrossRef
  • The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures
    Haeyoung Lee, Sang-Shin Lee, Hyunyong Hwang
    Kosin Medical Journal.2023; 38(4): 278.     CrossRef
  • How does quiz activity affect summative assessment outcomes? An analysis of three consecutive years’ data on self-directed learning
    Chi Eun Oh, Hyunyong Hwang
    Kosin Medical Journal.2022; 37(3): 228.     CrossRef
A Computer-Assisted, Real-Time Feedback System for Medical Students as a Tool for Web-Based Learning
Hyunyong Hwang
Kosin Med J. 2016;31(2):134-145.   Published online January 20, 2016
DOI: https://doi.org/10.7180/kmj.2016.31.2.134
  • 1,297 View
  • 4 Download
  • 4 Citations
Abstract PDFPubReader   ePub   
Abstract Objectives

Medical students sometimes do not receive proper feedback from their instructors. This study evaluated a newly developed automated and personalized real-time feedback system intended to address this issue.

Methods

Third- and fourth-year medical students participated in quizzes focusing on 17 learning objectives and a five-scale survey that queried their prior knowledge related to blood transfusions. Immediately after completing the quizzes, the students received automated and personalized, real-time feedback and were instructed to take part in self-directed learning. This activity was followed by a final quiz. After completion of the final quiz, the students responded to the five-scale survey that probed the usefulness of and satisfaction with the automated, personalized, real-time feedback system.

Results

Eighty students took part in this study. The third-year group had a higher score for prior knowledge and also on the first quiz (P= 0.008, P= 0.046, respectively). There was no significant difference in final quiz scores between the third- and fourth-year groups (P= 0.633). The scores for usefulness of and satisfaction with the automated, real-time feedback system were 4.45 and 4.34, and 4.55 and 4.40 in the third- and fourth-year students, respectively.

Conclusions

The automated, personalized, real-time feedback system provided timely and effective feedback for medical students and was helpful for their self-directed learning.

Citations

Citations to this article as recorded by  
  • Do we need Moodle in medical education? A review of its impact and utility
    Seri Jeong, Hyunyong Hwang
    Kosin Medical Journal.2023; 38(3): 159.     CrossRef
  • The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures
    Haeyoung Lee, Sang-Shin Lee, Hyunyong Hwang
    Kosin Medical Journal.2023; 38(4): 278.     CrossRef
  • New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback
    Sang-Shin Lee, Haeyoung Lee, Hyunyong Hwang
    Kosin Medical Journal.2022; 37(1): 75.     CrossRef
  • How does quiz activity affect summative assessment outcomes? An analysis of three consecutive years’ data on self-directed learning
    Chi Eun Oh, Hyunyong Hwang
    Kosin Medical Journal.2022; 37(3): 228.     CrossRef

KMJ : Kosin Medical Journal