Gallagher Steve, Gladman Tehmina, Macfarlane Emma, Hallman Scott, Hutton John, Paterson Helen
Otago Medical School - Dunedin Campus.
Otago Medical School - Wellington Campus.
MedEdPublish (2016). 2021 Feb 26;10:56. doi: 10.15694/mep.2021.000056.1. eCollection 2021.
This article was migrated. The article was marked as recommended. Multi-campus medical schools can differ in medical curriculum delivery due to location specific factors, creating different learning contexts. Common online learning may reduce perceived inequities. Using a shared curriculum structure, we developed two learning resource components (topic-based learning objects and multiple-choice question banks) in Obstetrics and Gynaecology for students in our 3-campus medical school. We evaluated common learning resource use across different learning contexts. We hypothesised that students with fewer structured learning hours would make greater use of topic-based learning resources due to their perceived utility value. We also explored an alternative hypothesis; that resources more closely linked to assessment (MCQ banks) would encourage a strategic approach to learning and would be used most highly at all campuses. We assessed student opinion of the value of the resources through a cross-campus online survey, and quantified usage of the resources by analysing learning management system logs. Comparisons of response and usage patterns for the two resource components were conducted to identify if context influenced usage. Survey results (RR = 70%) showed that students across campuses rated the resources as valuable. Usage logs partially supported our hypothesis that learning object usage would be highest at the campus (Campus 3) with the lowest structured learning hours in both the proportion of users (p <0.006) and frequency of access for 16 of the 26 topics (p<0.05). However, the reverse was found to be true for the question bank, with lowest usage of question banks at Campus 3 (p< 0.001). We interpret the results as evidence of difference in the perceived utility value of the learning resources across campuses. Clear differences in usage patterns provide evidence that different learning contexts can influence online resource use, and these contexts should be considered when evaluating the effectiveness of online learning resources.
本文已迁移。该文章被标记为推荐文章。由于地理位置特定因素，多校区医学院校在医学课程交付方面可能存在差异，从而创造出不同的学习环境。通用在线学习可能会减少感知到的不公平现象。我们利用共享的课程结构，为我校三校区医学院的学生开发了妇产科的两个学习资源组件（基于主题的学习对象和多项选择题库）。我们评估了不同学习环境下通用学习资源的使用情况。我们假设结构化学习时间较少的学生由于其感知到的实用价值，会更多地使用基于主题的学习资源。我们还探讨了另一种假设；即与评估联系更紧密的资源（多项选择题库）会鼓励一种策略性学习方法，并且在所有校区的使用频率都会最高。我们通过跨校区在线调查评估了学生对资源价值的看法，并通过分析学习管理系统日志来量化资源的使用情况。对这两个资源组件的反馈和使用模式进行了比较，以确定环境是否会影响使用情况。调查结果（回复率 = 70%）表明，各校区的学生都认为这些资源很有价值。使用日志部分支持了我们的假设，即在结构化学习时间最少的校区（校区3），学习对象的使用在用户比例（p <0.006）和26个主题中的16个主题的访问频率（p<0.05）方面都是最高的。然而，题库的情况却相反，校区3对题库的使用最少（p< 0.001）。我们将这些结果解释为各校区对学习资源的感知实用价值存在差异的证据。使用模式的明显差异表明，不同的学习环境会影响在线资源的使用，在评估在线学习资源的有效性时应考虑这些环境因素。
