Accepted for/Published in: JMIR Medical Education
Date Submitted: Dec 5, 2023
Date Accepted: Dec 3, 2024
Integration of an Audiovisual Learning Resource in a Podiatric Medical Infectious Disease Course: Multiple Cohort Study
ABSTRACT
Background:
Improved long-term learning retention leads to higher exam scores and overall course grades, which is crucial for success in pre-clinical coursework in any Podiatric Medicine curriculum. AV mnemonics, in conjunction with text-based materials and an interactive user interface have been designed and shown to increase memory retention and higher-order thinking in medical studies.
Objective:
To evaluate the effectiveness of integrating web-based audio-visual learning resources for improving student engagement and increasing learning retention.
Methods:
A quasi-experimental study was conducted with two cohorts totaling 158 second-year podiatric medical students. The treatment group had access to Picmonic's Audio-visual resources, while the control group followed traditional instruction methods. Exam scores, final course grades, and user interactions with Picmonic were analyzed. Logistic regression and correlation analyses were conducted to examine the relationships between Picmonic access, performance outcomes, and student engagement.
Results:
The treatment group had significantly higher average exam scores and final course grades than the control group. Effect sizes indicated the practical significance of these differences. Logistic regression analysis revealed a positive association between Picmonic access and the likelihood of achieving high final grades. Correlation analysis demonstrated a strong link (P=.018) between the number of in-video questions answered and students' final grades. Survey responses reflected increased student engagement, comprehension, and satisfaction with the multimedia-based resources.
Conclusions:
This study underscores the positive impact of animation-supported AV instruction on pre-clinical medical education. The treatment group, equipped with Picmonic resources, exhibited improved learning outcomes, enhanced engagement, and heightened satisfaction. These results contribute to the discourse on innovative educational methods and highlight the potential of multimedia-based learning resources to enrich medical curricula. Despite certain limitations, this research suggests that animation-supported AV instruction offers a valuable avenue for enhancing student learning experiences in medical education.
Citation
Request queued. Please wait while the file is being generated. It may take some time.
Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.