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Teaching tools in evidence based practice: evaluation of reusable learning objects (RLOs) for learning about
Fiona Bath-Hextall1, Heather Wharrad, Jo Leonardi-Bee
1School of Nursing, Midwifery & Physiotherapy, University of Nottingham, Nottingham, UK.
BMC Medical Education
|May 6, 2011
Summary
Reusable learning objects (RLOs) significantly improved healthcare students' understanding of meta-analysis. These multimedia tools enhance learning beyond traditional lectures, aiding comprehension of complex statistical concepts for evidence-based practice.
Area of Science:
- Healthcare education
- Medical statistics
- Evidence-based practice
Background:
- Meta-analysis is a complex statistical technique crucial for systematic reviews in evidence-based practice.
- Healthcare students often struggle to understand meta-analysis, impacting their ability to critically appraise research.
- Multimedia learning objects (RLOs) have shown promise in improving student understanding of difficult subjects.
Purpose of the Study:
- To develop and evaluate two reusable learning objects (RLOs) designed to improve healthcare students' understanding of meta-analysis.
- To assess the effectiveness of RLOs as a supplement to traditional lectures for teaching meta-analysis.
Main Methods:
- Two RLOs on meta-analysis were developed using a quality-controlled design process.
- RLOs were delivered to Master of Public Health and Postgraduate Diploma in Nursing students.
- Student understanding of key meta-analysis concepts was measured pre- and post-lecture and post-RLO use.
- RLOs were evaluated for educational value, learning support, media attributes, and usability.
Main Results:
- Student understanding of meta-analysis significantly improved after lectures and further improved after using the RLOs (p < 0.01).
- Animations within RLOs aided understanding of concepts like Forest plots for 86% of students.
- Usability and control of RLOs were rated as important learning factors by 93% of students.
- A minority of students (7% 'Agreed', 21% 'Neutral') indicated a need for lecturer support alongside RLOs.
Conclusions:
- Openly accessible, unrestricted meta-analysis RLOs offer flexible support for students.
- RLOs effectively supplement traditional teaching methods for complex statistical concepts.
- These RLOs enhance the learning experience for healthcare students in evidence-based practice.
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