Design and Effectiveness of an Animated Module that Integrates Basic and Clinical Pulmonary Mechanics for Medical Students

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• 作者：Voranaddha Vacharathit ; John H. Newman ; Cathleen C. Pettepher
• 关键词：Animated module ; Pulmonary mechanics ; Medical student education ; e ; learning ; Pulmonary function test
• 刊名：Medical Science Educator
• 出版年：2015
• 出版时间：March 2015
• 年：2015
• 卷：25
• 期：1
• 页码：13-18
• 全文大小：
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• 作者单位：Voranaddha Vacharathit (1)
  John H. Newman (1) (2)
  Cathleen C. Pettepher (1) (3)
  
  1. Vanderbilt University School of Medicine, 776 Preston Research Building, 23rd and Pierce Avenues, Nashville, TN, 37232, USA
  2. Division of Pulmonary and Critical Care Medicine, Department of Medicine, Vanderbilt University School of Medicine, 776 Preston Research Building, 23rd and Pierce Avenues, Nashville, TN, 37232, USA
  3. Department of Cancer Biology, Vanderbilt University School of Medicine, 776 Preston Research Building, 23rd and Pierce Avenues, Nashville, TN, 37232, USA
  
• 刊物类别：Medical Education;
• 刊物主题：Medical Education;
• 出版者：Springer US
• ISSN：2156-8650

文摘

Animated modules tailored for medical students and controlled trials to test them are rare. Our multidisciplinary team designed and created an animated module that teaches the fundamentals of pulmonary function testing integrating the basic and clinical sciences. We evaluated the module鈥檚 effectiveness on 163 first and second year medical students in a stratified randomized controlled trial with equal representation of different Kolb learning styles in the control and experimental groups. The control group completed a test with questions drawn from two independent question banks (USMLEWorld and USMLERx) plus two pulmonary function test interpretations before seeing the module, while the experimental group saw the module then completed the test. All students took a post-module satisfaction survey. Performance was 10 % higher in the experimental group (P鈥?lt;鈥?.004 for first year students, P鈥?lt;鈥?.006 for second year students). There was no difference in the performance among the different Kolb learning styles or self-reported learning preferences, regardless of year in medical school or assignment to the control or experimental group. Students reported satisfaction or high satisfaction with the aesthetics (82 %), user-friendliness (83 %), integration of multidisciplinary concepts (91 %), and applicability to real clinical scenarios (83 %); 90 % of respondents would recommend the module, and 88 % would use it as a study aid. The module was successful in improving student performance. Our module, approach to module design, and study strategy can be utilized at other institutions to pave way for endeavors that bridge the gap between clinical and basic sciences. Keywords Animated module Pulmonary mechanics Medical student education e-learning Pulmonary function test