Evaluating Learning Strategies for Independent Lifelong Learning Approaches

Abstract

Students in integrated basic science courses in which normal and abnormal human embryological development is taught were given the option of using different learning tools to achieve competency of the assigned developmental topics. The goal of this investigation was to use a student survey to assess the value of each learning tool for the student, and whether any of these learning tools were of value to them in developing potential life‐long learning approaches. The available learning tools for the students included: assigned textbook reading, Word document handout of material with directed learning objectives/questions, video presentation of significant material, in‐class powerpoint lecture, self‐assessment multiple‐choice quiz questions, and self‐assessment multiple‐choice vignette questions. All learning tools were available to the students. A brief student survey was developed to assess the value of each recommended learning tool using a value scale of 0–5, with 5 being the highest value. In addition, students were asked to describe briefly why they found a specific learning tool beneficial to their learning of the subject material. A second question asked if any of these learning tools helped them develop potential life‐long learning approaches, and if so, which of these learning tools was most beneficial. When assessing the value of each learning tool to the student's learning, the students valued the quiz and vignette questions highest because it directed their learning to the clinical relevance of the topic covered in the Word document handout and the lecture information given via the video recording or powerpoint presentation. The textbook was valued lowest, but it was assessed to be valuable as a resource for more detailed information. When assessing the various learning tools for developing lifelong learning approaches, the use of clinical quiz and vignette questions was valued twice that of handouts or lecture type presentations. Written comments indicated that the questions were valued highly because the clinical scenarios emphasize the need to understand basic developmental processes. Use of a textbook for life‐longing learning was rated very low; however, searching the internet for answers was given as an alternative. The survey strongly suggests that clinical cases focusing on the learning objectives for a topic greatly raise the desire to learn, and that the use of multiple‐choice quiz and vignette questions significantly strengthens learning of the important topics.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.