The Impact of Microlearning Enriched Environment on Medical Students' Learning and Motivation in Anatomy of Gastrointestinal Tract

Document Type : Original Article

Authors

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

Abstract

Background: Technological development has recently brought dramatic changes to teaching methods. The present study aimed to assess the effect of a micro-learning-enriched environment on the learning and academic achievement motivation of medical students in the gastrointestinal anatomy course.
Methods: This cross-sectional interventional study was performed on 626 students in the basic sciences course of the Professional Doctoral Program in Medicine at Mashhad University of Medical Sciences. A total of 137 students who had taken gastrointestinal anatomy in the first and second semesters of the academic year 2009-2010 were selected via the convenience purposive sampling method. The participants were assigned to two groups of control (n=70) and intervention (n=67). For the intervention group, the micro-learning approach was adopted in the learning environment, while in the control group, all lessons were taught by the traditional method. The summative tests were used to assess students' learning; moreover, the Hermans Achievement Motivation Questionnaire (HAMQ) was employed to determine academic achievement motivation used. Data were analyzed in SPSS software (version 23) using Mann-Whitney, independent t-test, and analysis of variance.
Results: Based on the obtained results, there was a statistically significant difference between the two groups in terms of learning outcomes (P<0.001) and academic achievement motivation (P=0.042). Academic achievement motivation was not correlated with gender and grade point average (P> 0.05; F (3, 4)=1.234). Furthermore, the relationship of learning with gender and grade point average .
Conclusion: As evidenced by the obtained results, a micro-learning-enriched learning environment can enhance learning and academic achievement motivation. The diversity of learning content in micro-learning can improve students' motivation which is known as a determining factor in human actions and behaviors; therefore, it can provide the basis for any kind of learning. The use of multimedia capsules, along with conventional educational methods, can improve the learning environment and facilitate the academic achievement of medical students in gastroenterology.

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