Marianne Behrends

Effects of Mobile Augmented Reality Learning Compared to Textbook Learning on Medical Students: Randomized Controlled Pilot Study

Background By adding new levels of experience, mobile Augmented Reality (mAR) can significantly increase the attractiveness of mobile learning applications in medical education. Objective To compare the impact of the heightened realism of a self-developed mAR blended learning environment (mARble) on learners to textbook material, especially for ethically sensitive subjects such as forensic medicine, while taking into account basic psychological aspects (usability and higher level of emotional involvement) as well as learning outcomes (increased learning efficiency). Methods A prestudy was conducted based on a convenience sample of 10 third-year medical students. The initial emotional status was captured using the “Profile of Mood States” questionnaire (POMS, German variation); previous knowledge about forensic medicine was determined using a 10-item single-choice (SC) test. During the 30-minute learning period, the students were randomized into two groups: the first group consisted of pairs of students, each equipped with one iPhone with a preinstalled copy of mARble, while the second group was provided with textbook material. Subsequently, both groups were asked to once again complete the POMS questionnaire and SC test to measure changes in emotional state and knowledge gain. Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 questionnaires. Data evaluation was conducted anonymously. Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention. The scores of both groups were tested against each other using paired and unpaired signed-rank tests. An item analysis was performed for the SC test to objectify difficulty and selectivity. Results Statistically significant, the mARble group (6/10) showed greater knowledge gain than the control group (4/10) (Wilcoxon z=2.232, P=.03). The item analysis of the SC test showed a difficulty of P=0.768 (s=0.09) and a selectivity of RPB=0.2. For mARble, fatigue (z=2.214, P=.03) and numbness (z=2.07, P=.04) decreased with statistical significance when comparing pre- and post-tests. Vigor rose slightly, while irritability did not increase significantly. Changes in the control group were insignificant. Regarding hedonic quality (identification, stimulation, attractiveness), there were significant differences between mARble (mean 1.179, CI −0.440 to 0.440) and the book chapter (mean −0.982, CI −0.959 to 0.959); the pragmatic quality mean only differed slightly. Conclusions The mARble group performed considerably better regarding learning efficiency; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class. While the small sample size reduces our study’s conclusiveness, its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions, learning efficiency, and hedonic and pragmatic qualities using a larger group. Trial Registration German Clinical Trial Register (DRKS), DRKS-ID: DRKS00004685; https://drks-neu.uniklinik-freiburg.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00004685.

Introduction of e-learning in dental radiology reveals significantly improved results in final examination.

PURPOSE Because a traditionally instructed dental radiology lecture course is very time-consuming and labour-intensive, online courseware, including an interactive-learning module, was implemented to support the lectures. The purpose of this study was to evaluate the perceptions of students who have worked with web-based courseware as well as the effect on their results in final examinations. MATERIALS AND METHODS Users (n(3+4)=138) had access to the e-program from any networked computer at any time. Two groups (n(3)=71, n(4)=67) had to pass a final exam after using the e-course. Results were compared with two groups (n(1)=42, n(2)=48) who had studied the same content by attending traditional lectures. In addition a survey of the students was statistically evaluated. RESULTS Most of the respondents reported a positive attitude towards e-learning and would have appreciated more access to computer-assisted instruction. Two years after initiating the e-course the failure rate in the final examination dropped significantly, from 40% to less than 2%. CONCLUSIONS The very positive response to the e-program and improved test scores demonstrated the effectiveness of our e-course as a learning aid. Interactive modules in step with clinical practice provided learning that is not achieved by traditional teaching methods alone. To what extent staff savings are possible is part of a further study.

eLearning in education and advanced training in neuroradiology: introduction of a web-based teaching and learning application.

IntroductionNew information technologies offer the possibility of major improvements in the professional education and advanced training of physicians. The web-based, multimedia teaching and learning application Schoolbook has been created and utilized for neuroradiology.MethodsSchoolbook is technically based as a content management system and is realized in a LAMP environment. The content is generated with the help of the developed system and stored in a database. The layout is defined by a PHP application, and the webpages are generated from the system.ResultsSchoolbook is realized as an authoring tool so that it can be integrated into daily practice. This enables the teacher to autonomously process the content into the web-based application which is used for lectures, seminars and self-study. A multimedia case library is the central building block of Schoolbook for neuroradiology, whereby the learner is provided with original diagnostic and therapeutic data from numerous individual cases. The user can put individual emphasis on key learning points as there are various ways to work with the case histories. Besides the case-based way of teaching and learning, a systematically structured way of dealing with the content is available.ConclusioneLearning offers various opportunities for teaching and learning in academic and scientific as well as in economic contexts. Web-based applications such as Schoolbook may be beneficial not only for basic university education but also for the realization of international educational programmes such as the European Master of Medical Science with a major in neuroradiology.

[A web-based e-learning tool in academic teaching of trauma surgery. First experiences and evaluation results].

ZusammenfassungDas Internet bietet in der universitären Lehre viele Möglichkeiten, Lehrinhalte für die Studierenden zur Verfügung zu stellen. Neben dem Angebot, Vorlesungsfolien oder Skripte als pdf-Dateien über das Internet abzurufen, werden zunehmend ganze Vorlesungen als Video aufgezeichnet und ins Web gestellt. Als Alternative zu diesen beiden Ansätzen wurden von der Klinik Unfallchirurgie und dem Institut für Medizinische Informatik der Medizinischen Hochschule Hannover (MHH) die Vorlesungsmaterialien in ein multimediales Webangebot umgesetzt, das sowohl als Präsentationsgrundlage für die Vorlesung als auch als Lernangebot für zuhause dienen sollte. Umgesetzt wurde das E-Learning-Angebot zur Unfallchirurgie mit dem „Content-Management-System- (CMS-)Schoolbook“, das vom Institut für Medizinische Informatik entwickelt wurde.Das „Schoolbook“ Unfallchirurgie wurde in allen 3 Tertialen des Studienjahres 2005/2006 in der MHH eingesetzt und evaluiert. Die Evaluationsergebnisse zeigen, dass dieses Angebot von den Studierenden befürwortet und intensiv genutzt wird. Die Studierenden begrüßen die Möglichkeit, die Vorlesungsinhalte vor- und nachbereiten zu können. Auch auf die Organisation der Vorlesung hat sich die Verwendung einer zentralen Materialsammlung positiv ausgewirkt. Die Nutzung des webbasierten „Schoolbook“ in der Vorlesung bedeutet zwar eine gewisse Umstellung für die Dozenten, aber insgesamt wurde auch von Seiten der Dozenten das Angebot positiv angenommen. Es zeigte sich, dass Webtechnologien auch für Vorlesungen sinnvoll genutzt werden können.AbstractThere are lots of possibilities for universities to offer contents of teaching to students by the Internet. Often the students can download slides or a special lecture note from the intranet of the university. Another way is to make a movie of the lecture and post this lecture movie on the Internet. In the Hanover Medical School we employed an alternative. It was developed by the Trauma Surgery Clinic and the Institute of Medical Informatics at the Hanover Medical School. Our goal was to use just one web-based content resource for the lecture and for the work at home. The Institute of Medical Informatics used a web-based content management system (CMS) Schoolbook to implement this e-learning application.Since October 2005 the Trauma Surgery Schoolbook has been used in the lecture on trauma surgery in all terms, and we evaluated the academic year 2005/2006. The results of the evaluation showed us that the students were very interested in using this e-learning application. The possibility to reinforce the learning material at home is a good chance for the students. Also the organisation of lectures was improved because the materials were all in one place. The lecturer needs to learn several new tasks, but we also got a positive response. Our experiences of the last academic year showed that it was a good way to use one web-based content resource for teaching and learning in the context of a lecture.

mARble – Augmented Reality in Medical Education

The use of eLearning content to improve teaching and learning has a long-standing tradition in medical education. Nevertheless, “old fashioned” eLearning modules for medical subjects often lack a level of experience that is only possible with bedside teaching. On the other hand, bedside teaching may not always be a possibility, e.g. due to restrictions in time and place, since cases that allow the presentation of certain findings are not always available. Another aspect is that not all cases may be used in an appropriate manner for teaching purposes due to ethical constraints. For visually oriented subjects, Augmented Reality (AR) based applications can offer a way out of this dilemma since they make it possible to build almost life-like virtual cases that show all desired aspects and have the potential to significantly enhance the learning experience. Due to the ubiquitous availability of mobile phones and tablets and their ever-increasing computing power, it seems feasible to implement the concept of augmented reality on mobile devices. mARble®, an Augmented Reality powered learning environment for mobile phones based this concept, will be presented in this paper. Currently, content for a basic course in legal medicine is available; a preliminary evaluation has been performed to evaluate the concept regarding its effect on the learning experience. First results will be presented.

Medical Students Experience the Mobile Augmented Reality Blended Learning Environment (Marble®): An Attractive Concept for the Net Generation?

The utilization of e-learning content to support and improve teaching and learning has been a part of medical education for years. Nowadays, mobile learning concepts are likely to foster student engagement in learning activities and are offering opportunities to make the educational process integral to daily life. The increasing use of mobile devices, which are widespread among students, creates a demand for attractive mobile learning applications. In response, mARble®, an augmented reality powered learning environment for mobile phones, was developed. Augmented reality has the potential to enhance the learning situation significantly. It can also add a new level of experience for the students, making them a part of the learning object. mARble® is targeted for use in a forensic medicine course. Medical students will be equipped with smart phones containing the application to interactively practice the detection of simulated markers triggering wound patterns on their own skin in real time. To enhance the educational effect, the tool contains questions and tasks regarding the presented wound patterns. Hints and advice are presented using audio content as well as text and pictures. The main goal of the described project is to elicit synergy learning effects due to the interaction within student groups in a role-playing setting. Introducing modern mobile learning and innovative visualization techniques to a traditional learning setting has the potential for a demanding, fascinating, and interactive learning environment.

E-Learning as Integral Part of Teaching-Learning Processes in Continuing Education for Ambient Assisted Living Technologies and Services

In the project MHH-QuAALi, financed within a program of the German Federal Ministry for Education and Research (BMB), a training course for nurses and technicians in the field of ambient assisted living technologies and services is developed. A central point within the overall concept of the training course is the use of elearning. The article presents the first experiences and evaluation results. It is shown that e-learning can support different aspects of the teaching-learning process, especially interdisciplinary learning and collaboration.

Using Gigapixel Technology for a Cell Biology E-Learning Module

Using gigapixel images in a web-based e-learning environment provides advantages in different learning settings in medical education when image-guided topics are concerned. In addition to conventional teaching at the microscope, with digital microscopic specimens students can learn independently of time and place. Moreover, within the e-learning environment, images can be supplemented with additional learning material. Our approach was to integrate a gigapixel viewer into a content management system, the “Medical Schoolbook”, used at Hannover Medical School for a number of different subjects e.g. cell biology. In the Medical Schoolbook gigapixel images are automatically converted in a particular format and displayed in a viewer.