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Improving the learning process in anatomy practical sessions of chiropractic program using e-learning tool

机译：使用电子学习工具改进脊椎按摩术计划的解剖实践会话中的学习过程

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Background To accommodate the increased number of students and shorter learning time, anatomy instructors are increasingly developing web-based learning resources that can fulfil program-specific anatomical learning objectives and replace existing learning environment of the anatomy laboratory sessions. The study evaluated the quantitative change in the performance score in gross anatomy by replacement of face-to-face demonstration with an e-learning tool in practical sessions of chiropractic program. Materials & methods This quasi-experimental one-group pre-test and post-test design was employed longitudinally in two consecutive cohorts of semester 2 students. Teacher-led demonstration was used for first two sessions. E-learning tool was used in the next two sessions. Structured OSPE-based pre-test and post-test were held before and after the sessions. Wilcoxon Signed-Rank test was used to find out percentage of students showing improvement in the post-test score. Pearson correlation coefficient between pre-test and post-test scores was also done. A short questionnaire assessed the use of e-learning tools by the students. Results The mean difference between the post-test and pre-test score was higher in e-learning tool-led practical sessions. In 2018 cohort, 85.4% and 83.3% of students and 2019 cohort, 95% of students secured higher scores in post-test in two sessions with e-learning tool. In 2018 cohort, 62% and 70% of students and 2019 cohort, 81% and 70% of students secured higher scores in post-test in two sessions with teacher-led demonstration. A lower R 2 coefficient was observed between post-test and pre-test scores in sessions with e-learning tool. Perception analysis indicated that majority of students agreed about e-learning tool allowing them to revise identification of anatomical structures themselves. Conclusion The e-learning tool was able to raise the post-test score in a higher percentage of students, indicating improved learning process in practical sessions using e-learning tools. The study would motivate anatomy instructors to use web-based learning tools to identify structures during the laboratory sessions.
机译：背景，以适应更多的学生数量和更短的学习时间，解剖学教练越来越多地开发基于网络的学习资源，可以满足规划特定的解剖学学习目标并替换解剖学实验室会话的现有学习环境。该研究通过在脊椎按摩术计划的实际课程中用电子学习工具替换面对面示范，评估了总解剖学中性能评分的定量变化。材料和方法本准实验一组预测试和后测试设计纵向在2名学生的两个连续队列中纵向使用。教师LED演示用于前两个会议。在接下来的两个会话中使用了电子学习工具。在会话之前和之后，举行了基于OSPE的基于OSPE的预测试和后测试。 Wilcoxon签名级别测试用于找出显示在测试后得分改善的学生百分比。预先测试和测试后分数之间的Pearson相关系数也进行了完成。简短的问卷评估了学生使用电子学习工具。结果电子学习工具LED的实际会话中测试后和预测分数之间的平均差异更高。 2018年队列，85.4％和83.3％的学生和2019年队列，95％的学生在两个与电子学习工具的两次会话中获得了更高的评分。 2018年队列，62％和70％的学生和2019年的队列，81％和70％的学生在两次与教师为LED示范的两次会议中获得了更高的分数。在与电子学习工具的会话中的测试后和预测试评分之间观察到较低的R 2系数。感知分析表明，大多数学生都同意电子学习工具，让他们自己修改解剖结构的识别。结论电子学习工具能够以更高的学生提高测试后得分，表明使用电子学习工具的实际会话中的学习过程改进。该研究将激励解剖指导员使用基于网络的学习工具来识别实验室会话期间的结构。

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