Pickering, JD orcid.org/0000-0002-0494-6712 and Swinnerton, BJ orcid.org/0000-0002-4241-4952 (2019) Exploring the Dimensions of Medical Student Engagement with Technology‐Enhanced Learning Resources and Assessing the Impact on Assessment Outcomes. Anatomical Sciences Education, 12 (2). pp. 117-128. ISSN 1935-9772
Abstract
Anatomy curricula are becoming increasingly populated with blended learning resources, which utilize the increasing availability of educational technology. The educational literature postulates that the use of technology can support students in achieving greater learning outcomes by increasing engagement. This study attempts to investigate the dimensions of student engagement with technology‐enhanced learning (TEL) resources as part of a medical program's anatomy curriculum using exploratory factor analysis. A 25‐item five‐point Likert‐based survey was administered to 192 first‐year medical students, with three emergent factors discerned: satisfaction, goal setting and planning, and physical interaction. The three factors closely aligned with the existing literature and therefore additional nonparametric analysis was conducted that explored the levels of engagement across three custom‐made anatomy TEL resources, including: (1) anatomy drawing screencasts; (2) an eBook; and (3) a massive open online course (MOOC). Usage data indicated that the most popular resource to be accessed across the cohort was the anatomy drawing screencasts via YouTube, with the MOOC being used least. Moreover, some evidence suggests that those students who utilized the MOOC were more engaged. Generally, however, no correlations were observed between the levels of engagement and TEL resource usage or assessment outcomes. The results from this study provide a clear insight into how students engage with TEL resources, but do not reveal any relationship between levels of engagement, usage, and assessment outcomes.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | 2018 American Association of Anatomists . This is an author produced version of a paper published in Anatomical Sciences Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | gross anatomy education; medical education; anatomy education; undergraduate education; engagement; blended learning; motivation; technology-enhanced learning; assessment |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Medicine (Leeds) > Leeds Institute of Medical Education > Division of Anatomy (LIME) (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 30 May 2018 10:32 |
Last Modified: | 31 Aug 2019 00:40 |
Status: | Published |
Publisher: | Wiley-Blackwell |
Identification Number: | 10.1002/ase.1810 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:131339 |