Why Students Choose or Don’t Choose to Use an Online Pathology Museum

Why Students Choose or Don’t Choose to Use an Online Pathology Museum Introduction Online materials are replacing traditional pathology museums and microscopes. The interactivity of these ranges from static pictures to virtual slides. In this study, we examined how students chose to interact with magnifiable, rotating, macroscopic specimens versus static pictures. The study focuses on motivation to interact with the extended online resource when it was supple- mentary to, but not required to, answer questions in an online assignment. Methods Students in a fourth-year anatomic pathology course (N = 102) completed online clinical-case-based learning activities. Students’ interaction with online rotatable specimens and the underlying reasons were investigated using a self-developed online post-course survey. Results The 360° rotatable specimens were viewed by 81% of students. Coding of responses to open-end questions identified two short-term motivators (more information and relevant to the question) and two long-term motivators (a better understanding of pathology and helpful for examinations) for viewing dynamic specimen representations. Students reported two reasons for not viewing every online specimen: They could complete activities using the static images, and long loading times for pathology museum pages. Conclusions Students who interacted with relevant online specimens were motivated by both the short-term and long-term expectancy value. The research has implications for designing other online http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Medical Science Educator Springer Journals

Why Students Choose or Don’t Choose to Use an Online Pathology Museum

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Publisher
Springer US
Copyright
Copyright © 2018 by International Association of Medical Science Educators
Subject
Education; Medical Education
eISSN
2156-8650
D.O.I.
10.1007/s40670-017-0534-x
Publisher site
See Article on Publisher Site

Abstract

Introduction Online materials are replacing traditional pathology museums and microscopes. The interactivity of these ranges from static pictures to virtual slides. In this study, we examined how students chose to interact with magnifiable, rotating, macroscopic specimens versus static pictures. The study focuses on motivation to interact with the extended online resource when it was supple- mentary to, but not required to, answer questions in an online assignment. Methods Students in a fourth-year anatomic pathology course (N = 102) completed online clinical-case-based learning activities. Students’ interaction with online rotatable specimens and the underlying reasons were investigated using a self-developed online post-course survey. Results The 360° rotatable specimens were viewed by 81% of students. Coding of responses to open-end questions identified two short-term motivators (more information and relevant to the question) and two long-term motivators (a better understanding of pathology and helpful for examinations) for viewing dynamic specimen representations. Students reported two reasons for not viewing every online specimen: They could complete activities using the static images, and long loading times for pathology museum pages. Conclusions Students who interacted with relevant online specimens were motivated by both the short-term and long-term expectancy value. The research has implications for designing other online

Journal

Medical Science EducatorSpringer Journals

Published: Mar 22, 2018

References

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