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Enhancing students' active learning and self-efficacy using mobile technology in medical English classes
1Department of Medical Education, Dongguk University School of Medicine, Goyang, Korea.
Korean Journal of Medical Education
|March 12, 2019
Summary
Students reported positive experiences with Socrative, a mobile classroom application, in their medical English course. While academic performance showed no change, self-efficacy in English improved, and remediation rates decreased.
Area of Science:
- Medical Education
- Educational Technology
- Applied Linguistics
Background:
- Mobile technology integration in medical education is growing.
- Effective use of classroom applications can enhance student engagement and learning outcomes.
- Assessing the impact of specific tools like Socrative is crucial for pedagogical advancement.
Purpose of the Study:
- To investigate medical students' experiences with the Socrative mobile application in a medical English course.
- To evaluate the impact of Socrative on student learning and competency achievement.
- To assess changes in student self-efficacy in English.
Main Methods:
- A questionnaire was administered to second-year medical students using Socrative (2016-2017).
- Academic performance was compared to a non-mobile technology cohort (2015).
- Student self-efficacy in English was measured over the course duration.
Main Results:
- Students reported positive perceptions and high satisfaction with Socrative.
- No significant difference in academic performance was observed between cohorts.
- A notable decrease in mid-term remediation rates (11% vs. 21%) and significant improvements in English writing and reading self-efficacy were found.
Conclusions:
- Socrative enhances classroom interaction and student participation.
- The application shows potential for improving learning outcomes and reducing remediation needs.
- Socrative offers a versatile platform for diverse assessment methods beyond traditional systems.