Leveraging learning science to improve student outcomes in asynchronous online medical terminology education
Modifications based on language learning and learning science principles were feasible to implement within a large, asynchronous online medical terminology course. Modifications resulted in greater student satisfaction and improved course grades. Exam performance was not significantly different between the modified and standard courses. Future research should focus on modifications preparing students for summative assessments.
Authors
- Jeff Barbee (ORCID: https://orcid.org/0000-0002-5122-654X)
- Marcia Nahikian‐Nelms (ORCID: https://orcid.org/0000-0002-4804-7508)
- Kimberley Scott (ORCID: https://orcid.org/0000-0002-8039-7962)
- Julie Young (ORCID: https://orcid.org/0000-0003-4032-8089)
Institutions
- Creighton University (US)
- Nationwide Children's Hospital (US)
- The Ohio State University (US)
Publication Details
- Journal
- Medical Education Online
- Published
- 2024-10-10
- DOI
- https://doi.org/10.1080/10872981.2024.2413051
- Citations
- 1
- Primary Topic
- Online and Blended Learning
- Type
- article
- Field-Weighted Citation Impact
- 2.10
Funders
- National Center for Advancing Translational Sciences