Learner assessment using interactive web‐based instructional techniques enhances preclinical education

Abstract

Retrospective data from 9 years of instruction involving 856 students were used to determine (1) the effect of web‐based interactive instructional techniques on written exam item performance in a web‐based peripheral nervous system component of a first‐year human anatomy course, and (2) differences between student opinions of the benefit level of the interactive learning objects used for assessment, i.e., patient case studies, review games, simulated interactive patients, flashcards, and unit quizzes. Exam item analysis scores were found to be significantly higher (p < .05) for students receiving the instructional treatment incorporating web‐based interactive learning objects than for students not receiving this treatment. Questionnaires using a five‐point Likert scale were analyzed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the simulated interactive patients highest, and this rating was significantly higher (p < .05) than all other interactive learning objects. This study suggests that web‐based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of simulated interactive patient learning objects used for assessment. (Supported in part by WVU acct#:491030050, fund#:12305495.)