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Effects of competitive learning tools on medical students: A case study.

ABSTRACT: OBJECTIVE:Competitive learning techniques are being successfully used in courses of different disciplines. However, there is still a significant gap in analyzing their effects in medical students competing individually. The authors conducted this study to assess the effectiveness of the use of a competitive learning tool on the academic achievement and satisfaction of medical students. METHODS:The authors collected data from a Human Immunology course in medical students (n = 285) and conducted a nonrandomized (quasi-experimental) control group pretest-posttest design. They used the Mann-Whitney U-test to measure the strength of the association between two variables and to compare the two student groups. RESULTS:The improvement and academic outcomes of the experimental group students were significantly higher than those of the control group students. The students using the competitive learning tool had better academic performance, and they were satisfied with this type of learning. The study, however, had some limitations. The authors did not make a random assignment to the control and experimental groups and the groups were not completely homogenous. CONCLUSION:The use of competitive learning techniques motivates medical students, improves their academic outcomes and may foster the cooperation among students and provide a pleasant classroom environment. The authors are planning further studies with a more complete evaluation of cognitive learning styles or incorporating chronometry as well as team-competition.

SUBMITTER: Corell A

PROVIDER: S-EPMC5843339 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature

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Effects of competitive learning tools on medical students: A case study.

Corell Alfredo A Regueras Luisa M LM Verdú Elena E Verdú María J MJ de Castro Juan P JP

PloS one 20180308 3

<h4>Objective</h4>Competitive learning techniques are being successfully used in courses of different disciplines. However, there is still a significant gap in analyzing their effects in medical students competing individually. The authors conducted this study to assess the effectiveness of the use of a competitive learning tool on the academic achievement and satisfaction of medical students.<h4>Methods</h4>The authors collected data from a Human Immunology course in medical students (n = 285) ...[more]

PMID: 29518123

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Project description:BACKGROUND:Experiential learning plays a critical role in learner development. Kolb's 4-part experiential learning model consists of concrete experience, reflective observation, abstract conceptualization, and active experimentation in a recurring cycle. Most clinical environments provide opportunities for experiences and active experimentation but rarely offer structured means for reflection and abstract conceptualization that are crucial for learners to learn through experience. We created Learning Moment, a novel Web-based educational tool that integrates principles of asynchronous learning and learning portfolios to fulfill the reflection and abstract conceptualization aspects of Kolb's learning cycle in the modern clinical learning environment. Medical students log concise clinical "pearls" in the form of "learning moments" for reflection, review, and sharing with peers in a community of practice. OBJECTIVE:We sought to evaluate learners' experiences with Learning Moment via a qualitative study. METHODS:We employed purposive sampling to recruit medical students who used Learning Moment during their rotation. We conducted 13 semistructured interviews (10 individual interviews and one 3-person group interview) between January and March 2017 using an ethnographic approach and utilized a general inductive method to analyze and code for potential themes. RESULTS:A total of 13 students (five in their third year of medical school and eight in their fourth year) voluntarily participated in our qualitative interviews. Five of the 13 (38%) students intended to pursue emergency medicine as their chosen field of specialty. The median number of "learning moments" logged by these students is 6. From our analysis, three key themes emerged relating to the perceived impact of Learning Moment on student learning: (1) logging "learning moments" enhanced memorization, (2) improved learning through reflection, and (3) sharing of knowledge and experiences in a community of practice. CONCLUSIONS:Learning Moment was successfully implemented into the educational infrastructure in our department. Students identified three mechanisms by which the application optimizes experiential learning, including enabling the logging of "learning moments" to promote memorization, encouraging reflection to facilitate learning, and fostering the sharing of knowledge and experiences within a community of practice. The Learning Moment concept is potentially scalable to other departments, disciplines, and institutions as we seek to optimize experiential learning ecosystems for all trainees.

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Effects of competitive learning tools on medical students: A case study.

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Effects of competitive learning tools on medical students: A case study.

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