The Medical University of Graz (MUG) uses MicroLearning to strengthen and innovate its entire undergraduate curriculum. MUG is a pioneer in technology enhanced learning with its VIrtual Medical Campus since more than 15 years.
More than 8.000 knowledge cards in 334 lessons and 102 courses have been developed in less than six months. Topics include all fields including histology, embryology, pharmacology, thoracic surgery, with demo lessons in a variety of other disciplines. Particular emphasis was placed on propositional learning cards in a multiple true-false format.
More than 8.000 knowledge cards in 334 lessons and 102 courses have been developed in less than six months. Topics include all fields including histology, embryology, pharmacology, thoracic surgery, with demo lessons in a variety of other disciplines. Particular emphasis was placed on propositional learning cards in a multiple true-false format.
Summary of paper presented at the iKNOW-conference.
To date, 8000 knowledge cards, arranged in 334 lessons and in 102 courses have been created; the contents comprise histology and embryology; pharmacology; basics of thoracic surgery; and clinical skills.
Results of pilot study
A one group pre-test-post-test pilot action research study on potential knowledge gain with propositional MicroLearning cards took place over the course of a ten month period. The topic was selected from the histology lessons and referred to histology of connective tissue. Pre and post-test were of conventional multiple choice-single select format, while the MicroLearning lessons contained exclusively propositional multiple-true-false learning cards.
40 students completed the study. Propositional MicroLearning enhanced the test results significantly from 17,4+-0,7 out of 36 items in the pre-test to 28,6+-1,2 items in the post-test (t-test for paired samples: p < 0.001) (Smolle and Bruck, 2017). Studies will continue to take place with this same test group in addition to other fields and context in health professions education.
40 students completed the study. Propositional MicroLearning enhanced the test results significantly from 17,4+-0,7 out of 36 items in the pre-test to 28,6+-1,2 items in the post-test (t-test for paired samples: p < 0.001) (Smolle and Bruck, 2017). Studies will continue to take place with this same test group in addition to other fields and context in health professions education.
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