Future of Medical Education Journal

Future of Medical Education Journal

The Impact of Micro-Learning Enriched Environment on Learning and Achievement Motivation of Medical Students in Gastrointestinal Anatomy

Document Type : Original Article

Authors
Zahra-Rana Aldaghi 1
Ali Emadzadeh 1
Haniye Mastour 1
Shabnam Mohammadi 2
1 Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
2 Department of Anatomy and Cell Biology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
10.22038/fmej.2022.57367.1396
Abstract
Background: This study was designed to evaluate the effect of a micro-learning enriched environment on general medical students' learning and achievement motivation in gastrointestinal anatomy.
Method: In this quasi-experimental study, the control and the intervention groups consisted of 69 and 66 students of the basic sciences curriculum phase of general medicine, respectively, who had the gastrointestinal anatomy course in the first and second semesters of the academic year 2019-2020. The intervention group's learning environment was enriched using the micro-learning approach, and the control group's teaching method was conventional. Formative and summative assessments were used to evaluate the students' learning, and the Hermans questionnaire was used to determine achievement motivation.
Results: The findings indicated that there was a statistically significant difference between the two intervention and control groups in terms of learning outcomes (P<0.001) and achievement motivation (P=0.042). In addition, there is no significant relationship between gender and grade point average (GPA) factors with achievement motivation (P=0.41, F(3,4)=1.234) and also between gender and GPA factors with learning (P=0.67, F(3, 4)=0.662).
Conclusion: The environment enriched with micro-learning can enhance medical students' learning and achievement motivation.
Keywords
Micro-Learning
Gastrointestinal Anatomy
Achievement Motivation
Medical Education
Medical Student
Hermans Achievement Motivation Questionnaire (HAMQ)
  1. Khoshvaghti A, Ghasemi H. The effect of three-dimensional model on anatomy learning of middle ear. J Iran Anat Sci. 2010;7:153-62. Persian.
  2. Khalatbary AR, Tamjidipoor A. Comparing the effects of theory-practice and practice-theory methods of teaching anatomy on student learning and satisfaction. Research in Medicine. 2011;34(4):209-13. Persian.
  3. McLeod M, editor They all Learn the Same… Don't They?: An Evaluation of the Learning Style Preferences of the NZ Dairy Industry. International Teamwork in Agricultural and Extension Education Conference Proceedings; 2006.
  4. Smith CF, Mathias HS. Medical students' approaches to learning anatomy: students' experiences and relations to the learning environment. Clin Anat. 2010;23(1):106-14.
  5. Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anat Sci Educ. 2010;3(2):83-93.
  6. Taghavi M, Vazeirinejad R, Shamsizadeh A, SHARIATI KM. Evaluation of medical student's learning of anatomical subjects by using a compound method and in comparison with traditional method. 2011. Persian.
  7. Pastore RS. The effects of diagrams and time-compressed instruction on learning and learners' perceptions of cognitive load. Educ Technol Res Dev. 2010;58(5):485-505.
  8. Kirschner PA. Cognitive load theory: Implications of cognitive load theory on the design of learning. Elsevier; 2002.
  9. Drakidou C. Micro-learning as an Alternative in Lifelong eLearning. Aristotle University of Thessaloniki; MA Dissertation. 2018.
  10. Wong G, Apthorpe HC, Ruiz K, Nanayakkara S. An innovative educational approach in using instructional videos to teach dental local anaesthetic skills. Eur J Dent Educ. 2019;23(1):28-34.
  11. Amini A, Valizadeh S, Mohammadi B. Survey of effective factors on learning motivation of clinical students and suggesting the appropriate methods for reinforcement the learning motivation from the viewpoints of nursing and midwifery faculty, Tabriz University of Medical Sciences 2002. Iranian journal of medical education. 2002;2:10-1. Persian.
  12. Lee Y-L, Chien T-F, Kuo MC, Chang P, editors. The relationship of learning motivation, achievement and satisfaction for nurses learning simple excel VBA information systems programming. Nursing Informatics; 2014.
  13. Chisholm LA. Micro-learning in the lifelong learning context: na; 2005.
  14. Dehganzade H, Aliabadi K, Minaii B, Nili M, Delavar A. Developing a framework for designing microcosmic microcosmic computer games and examining its effectiveness in learning the principles. jiera. 2016;10(33):7-32. Persian.
  15. sohrabi z, ghovati f, mirhosseini f, hosseini f. The relationship between achievement motivation and time management and academic achievement Undergraduate Medical University of Medical Sciences. Razi Journal of Medical Sciences. 2016;23(150):35-45. Persian.
  16. Caruth G. Learning how to learn: A six point model for increasing student engagement. Participatory Educational Research. 2014;1(2):1-12.
  17. Demetriadis S, Pombortsis A. E-Lecturing for flexible Learning: a study on their Learning Efficiency. JET; 2007.
  18. Shah A, Abuelsaad T, Ahn J-W, Dey P, Kokku R, Mittal RS, et al., editors. Content Customization for Micro Learning using Human Augmented AI Techniques. Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications; 2019.
  19. Hassanzadeh G, Abolhassani F, Pasbkhsh P, Kashani I, Abbasi M, Sbhany A. Design and implementation of new methods / teaching practical anatomy / medical students / University / Medical Sciences, Tehran]. Summary Education martyr Motahari Festival; Tehran University of Medical Sciences 2013. Persian.
  20. Smith CF, Mathias HS. What impact does anatomy education have on clinical practice? Clin Anat. 2011;24(1):113-9.
  21. Khatoni A, Nayery ND, Ahmady F, Haghani H. Comparison the effect of Web-based Education and Traditional Education on Nurses Knowledge about Bird Flu in Continuing Education. Iranian journal of medical education. 2011;11(2). Persian.
  22. Roff S, McAleer S, Harden RM, Al-Qahtani M, Ahmed AU, Deza H, et al. Development and validation of the Dundee ready education environment measure (DREEM). Med teach. 1997;19(4):295-9.
  23. Job MA, Ogalo HS. Micro learning as innovative process of knowledge strategy. Int J Sci Technol Res. 2012;1(11):92-6.
  24. Giurgiu L. Microlearning an evolving elearning trend. Sci Bull. 2017;22(1):18-23.
  25. Keleş H. An investigation of the relationship between motivation and academic achievement of business administration students: An empirical study in Turkey. European Journal of Social Science. 2012;30(4):612-7.
  26. Capuzzi D, Gross DR. Youth at risk: A prevention resource for counselors, teachers, and parents: John Wiley & Sons; 2014.
  27. Zargaran A, Turki MA, Bhaskar J, Spiers HVM, Zargaran D. The role of technology in anatomy teaching: striking the right balance. Adv Med Educ Pract. 2020;11:259.
  28. Brahmi FA. Medical students'perceptions of lifelong learning at indiana university school of medicine 2008. Persian.
  29. Yousefi Afrashteh M, Morovati Z, Cheraghi A. Identifying the Components of Effective Learning Environments Based on Health Students' Perception. Bimonthly of Education Strategies in Medical Sciences. 2015;8(4):261-8. Persian.
Future of Medical Education Journal
Volume 12, Issue 2
Spring 2022
Pages 56-60