Document Type : Original Article
Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Department of Anatomy and Cell Biology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
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.