在医学学生中用于学习和教育的移动应用程序的评估:一种混合方法并发三角化方法
Jwaher A Almulhem1, Raniah N Aldekhyyel1, Samar Binkheder1
1Medical Education Department, Medical Informatics and E-Learning Unit, College of Medicine, King Saud University, Riyadh, Kingdom of Saudi Arabia.
Applied clinical informatics
|September 4, 2024
概括
医学学生发现OSMOSIS应用程序对学习最有用,在可用性方面表现出色. 评估像AMBOSS,ISABEL,Medscape和OSMOSIS这样的医疗应用程序对于有效的即时学习至关重要.
科学领域:
- 医疗教育 技术 技术 医学教育
- 数字健康学习工具 数字健康学习工具
- 学生学习评估 学生学习评估
背景情况:
- 医疗移动应用程序 (APP) 被学生广泛用于学习.
- 许多医疗应用程序缺乏使用经过验证的仪器进行评估,这使得应用程序的选择变得复杂.
- 难以识别医学生相关和有价值的教育应用程序.
研究的目的:
- 评价四个医疗应用程序:AMBOSS,伊莎贝尔,Medscape和OSMOSIS. 这些应用程序包括:
- 评估应用程序在加强医学学生的即时学习中的有效性.
- 使用移动应用程序学习表 (MARuL) 进行全面的应用程序评估.
主要方法:
- 采用混合方法并发三角化方法.
- 包括沙特国王大学第三年医学学生的全部人口.
- 通过电子方式管理MARuL,评估教学和学习,以用户为中心,专业和可用性措施.
主要成果:
- 在学习的有用性方面,OSMOSIS得分最高,特别是在可用性测量方面.
- 在专业测量中,AMBOSS,Medscape和ISABEL应用得到了最高的分数.
- 确定了包括研究支持,信息全面性,界面,成本,内容限制和用户体验在内的关键主题.
结论:
- 医学学生需要技能来评估和选择有效的学习应用程序.
- 将应用程序评估纳入医学课程是必不可少的.
- 促进知情的应用程序选择增强了医学学生的即时学习.
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