ارتقا يادگيري آناتومي با استفاده از اشيا يادگيري تكرارپذير

Improving learning of anatomy with reusable learning objects

مقدمه: استفاده از تكنولوژي‌هاي آموزشي نوين براي يادگيري، ماندگاري مطالب، تعامل و ارتقا شغلي دانشجويان سودمند است. هدف از اين مطالعه، بررسي ارتقاي يادگيري آناتومي با استفاده از اشيا يادگيري تكرارپذير مي‌باشد. روش بررسي: در اين مطالعه نيمه تجربي، تعداد14 عدد از اشيا يادگيري تكرارپذير) (RLO: Reusable learning objects از بخش‌هاي مختلف آناتومي بدن براي دانشجويان پزشكي ورودي1387 علوم پزشكي ياسوج، طراحي گرديد. طول زمان اشيا يادگيري تكرارپذير‌ها بين11 تا22 دقيقه بود و با توجه به حجم كم آنها با تلفن همراه يا mp4 قابل استفاده بود. قبل از شروع كلاس‌ها اين مواد آموزشي در اختيار دانشجويان قرار گرفت. در پايان ترم، ميانگين نمرات اين دانشجويان با دانشجويان ورودي 1386 كه از اين روش استفاده نكرده بودند، مقايسه شد. تاثير استفاده از اشيا يادگيري تكرارپذير بر محتواي درسي، بهبود تعامل، علاقه، انگيزه، مشاركت، آمادگي و نگرش دانشجويان با استفاده از پرسشنامه محقق ساخته، بعمل آمد. نتايج: مقايسه ميانگين نمرات دانشجويان ورودي 1387 نسبت به 1386 افزايش نشان داد ولي از نظر آماري، معني‌دار نبود .نظر‌سنجي نشان داد كه اين روش آموزشي در يادگيري آناتومي 5/75 درصد و در تعامل دانشجويان 6/60 درصد موثر مي‌باشد. علاقه دانشجويان به استفاده مجدد از اشيا يادگيري تكرارپذير، 6/74 درصد بود، و 2/54 درصد دانشجويان اعتقاد داشتند كه اين ابزار اموزشي مي‌تواند جايگزين كلاس درس تيوري شود. نتيجه گيري: استفاده از اشيا يادگيري تكرارپذير علاقه‌مندي و ارتباط مفيد و موثر را در بين دانشجويان افزايش مي‌دهد و منجر به افزايش انگيزه خودآموزي مي‌شود.

Introduction: The use of modern educational technologies is useful for learning, durability, sociability, and upgrading professionalism. The aim of this study was evaluating the effect of reusable learning objects on improving learning of anatomy. Methods: This was a quasi-experimental study. Fourteen (reusable learning objects) RLO from different parts of anatomy of human body including thorax, abdomen, and pelvis were prepared for medical student in Yasuj University of Medical Sciences in 2009. The length of the time for RLO was between 11-22 min. Because their capacities were low, so they were easy to use with cell phone or MP4. These materials were available to the students before the classes. The mean scores of students in anatomy of human body group were compared to the medical students who were not used this method and entered the university in 2008. A questionnaire was designed by the researcher to evaluate the effect of RLO and on, content, interest and motivation, participation, preparation and attitude. Result: The mean scores of anatomy of human body of medical student who were entered the university in 2009 have been increased compare to the students in 2008, but this difference was not significant. Based on the questionnaire data, it was shown that the RLO had a positive effect on improving learning anatomy of human body (75.5%) and the effective relationship (60.6%). The students were interested in using RLO (74.6%), some students (54.2%) believed that this method should be replaced by lecture. Conclusion: The use of RLO could promote interests and effective communication among the students and led to increasing self-learning motivation.