Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Auditory Pathway01:15

Auditory Pathway

6.1K
Auditory pathways constitute the complex neural circuits responsible for transmitting and interpreting auditory information from the peripheral auditory system to the brain. Sound waves are initially captured by the outer ear, funneled through the ear canal, and reach the tympanic membrane (eardrum). These vibrations are transmitted via the middle ear's ossicles to the inner ear's cochlea.
When viewed cross-sectionally, the cochlea reveals the scala vestibuli and scala tympani flanking...
6.1K
Auditory Perception01:17

Auditory Perception

682
The auditory system is essential for sound perception, utilizing various critical structures. When sound waves enter the outer ear, they travel through the ear canal and cause the eardrum to vibrate. These vibrations are then transmitted to the middle ear, where three tiny bones – the malleus, incus, and stapes – amplify the sound. This amplification is crucial, as it ensures that the sound vibrations are strong enough to be conveyed to the inner ear. These vibrations then reach the...
682
Learning Disabilities01:25

Learning Disabilities

322
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
322
Cognitive Learning01:21

Cognitive Learning

718
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
718
Perception of Sound Waves01:01

Perception of Sound Waves

4.9K
The human ear is not equally sensitive to all frequencies in the audible range. It may perceive sound waves with the same pressure but different frequencies as having different loudness. Moreover, the perception of sound waves depends on the health of an individual's ears, which decays with age. The health of one's ears may also be affected by regular exposure to loud noises.
The pitch of a sound depends on the frequency and the pressure amplitude of the source. Two sounds of the same...
4.9K
The Auditory Ossicles01:11

The Auditory Ossicles

2.3K
The auditory ossicles of the middle ear transmit sounds from the air as vibrations to the fluid-filled cochlea. The auditory ossicles consist of two malleus (hammer) bones, two incus (anvil) bones, and two stapes (stirrups), one on each side. These bones develop during the fetal stage and are the ones to ossify first. They are fully mature at birth and do not grow afterward.
The aptly named stapes look very much like a stirrup. The three ossicles are unique to mammals, and each plays a role in...
2.3K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Content Analysis of Family Medicine Resident Peer Observations.

Family medicine·2020
Same author

Residency Faculty Teaching Evaluation: What Do Faculty, Residents, and Program Directors Want?

Family medicine·2019
Same author

The Impact of a Community-Based Serious Illness Care Program on Healthcare Utilization and Patient Care Experience.

Journal of the American Geriatrics Society·2019
Same author

Variation in Triple Aim Measures: Implications of Clinical Signatures in Family Medicine Residency Programs.

Journal of graduate medical education·2018
Same author

Implementing Lean in Academic Primary Care.

Quality management in health care·2018
Same author

Implementation and evaluation of a pharmacist-led electronic visit program for diabetes and anticoagulation care in a patient-centered medical home.

American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists·2018

Related Experiment Video

Updated: Oct 22, 2025

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique
11:39

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Published on: September 7, 2022

2.3K

Auditory Narrative Does Not Improve Learning when Added to Visual Computer-Based Learning Modules.

Anne Mounsey1, Alfred Reid1

  • 1Department of Family Medicine, University of North Carolina at Chapel Hill, 590 Manning Drive, Chapel Hill, NC 27599 USA.

Medical Science Educator
|August 30, 2021
PubMed
Summary

Adding auditory narration to computer-based learning (CBL) modules did not improve medical students' learning or knowledge retention. This intervention also decreased learning efficiency, even for students identifying as auditory learners.

Keywords:
Computer-based learningEducationSystems-based practice

More Related Videos

Development of an Audio-based Virtual Gaming Environment to Assist with Navigation Skills in the Blind
09:01

Development of an Audio-based Virtual Gaming Environment to Assist with Navigation Skills in the Blind

Published on: March 27, 2013

14.6K
Stereoacuity Improvement using Random-Dot Video Games
06:25

Stereoacuity Improvement using Random-Dot Video Games

Published on: January 14, 2020

14.6K

Related Experiment Videos

Last Updated: Oct 22, 2025

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique
11:39

Assessment of Audio-Tactile Sensory Substitution Training in Participants with Profound Deafness Using the Event-Related Potential Technique

Published on: September 7, 2022

2.3K
Development of an Audio-based Virtual Gaming Environment to Assist with Navigation Skills in the Blind
09:01

Development of an Audio-based Virtual Gaming Environment to Assist with Navigation Skills in the Blind

Published on: March 27, 2013

14.6K
Stereoacuity Improvement using Random-Dot Video Games
06:25

Stereoacuity Improvement using Random-Dot Video Games

Published on: January 14, 2020

14.6K

Area of Science:

  • Medical Education
  • Educational Technology

Background:

  • Computer-based learning (CBL) is a widely accepted educational method.
  • Specific features of CBL modules, such as auditory supplements, require further investigation in medical student education.

Purpose of the Study:

  • To evaluate the impact of auditory narration in a computer-based instructional module on medical students' learning and knowledge retention.
  • To assess the effect of auditory supplements on learning efficiency.

Main Methods:

  • A prospective, randomized controlled trial involving fourth-year medical students.
  • Comparison of a standard computer-based module (control) with one including auditory narration (intervention).
  • Assessment of knowledge retention via online tests immediately and 1-7 months post-module; learning efficiency calculated.

Main Results:

  • No significant difference in test scores between the auditory narration group and the control group immediately or after a delay.
  • Learning efficiency was lower in the group receiving auditory narration.
  • Self-reported auditory learning preference did not influence test performance.

Conclusions:

  • Auditory narration in CBL modules does not enhance learning or knowledge retention for medical students.
  • The addition of narration may decrease learning efficiency.
  • Auditory supplements do not benefit students who identify as auditory learners.