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Computers as learning resources in the health sciences: impact and issues.

L B Ellis, G G Hannigan

    Bulletin of the Medical Library Association
    |April 1, 1986
    PubMed
    Summary

    Computers have become successful health sciences learning resources at the University of Minnesota, showing significant growth in use and educational value. Their integration into curricula demonstrates a positive impact on student learning and resource utilization.

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    Area of Science:

    • Health Sciences Education
    • Biomedical Informatics
    • Educational Technology

    Background:

    • The Health Sciences Learning Resources Center at the University of Minnesota Bio-Medical Library began with two computer terminals in 1972.
    • By 1985, facilities expanded to include ten terminals and thirty-five microcomputers.

    Purpose of the Study:

    • To describe the impact of expanded computer resources on health sciences curricula.
    • To discuss issues related to the use, support, and planning of these educational technologies.

    Main Methods:

    • Tracking the growth of computer hardware (terminals and microcomputers) from 1972 to 1985.
    • Analyzing computer usage statistics, which accounted for 28% of total center circulation.
    • Qualitative assessment of acceptance and educational value.

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    Main Results:

    • Significant expansion of computer facilities occurred between 1972 and 1985.
    • Computer usage constituted a substantial portion (28%) of the center's overall circulation.
    • Computers were judged to be successful based on user acceptance and perceived educational value.

    Conclusions:

    • Computers are effective and valuable learning resources within the University of Minnesota's health sciences programs.
    • The integration of technology has positively impacted health sciences education.
    • Planning and support are crucial for the continued success of educational computing resources.