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Structuring thinking in medicine: assessing whether an online visual learning tool can meet student requirements for an effective learning package

Authors

  • Najam Pervez
  • Lukas Kalinke
  • Kevin Wrigley
  • Scott Border
  • Norman Carr

Theme

5II Online learning 2

INSTITUTION

University of Southampton
Faculty of Medicine

Background

What is Wisdomap Medicine?

Wisdomap Medicine is an online visual learning tool that is designed consolidate and organise one's thinking through the utilisation of mind maps and disease flashcards. This software is predominantly aimed at those that learn in a visual manner. The structure of this software is designed to simulate medical practitioner experiences in interpreting signs and symptoms and formulating a list of differential diagnoses. 

Diagnosis Mind Map

 

Disease Flashcard

Summary of Work

ERGO approval was gained in October 2013.​ Students from years 2, 3 and 4 were invited to participate from the medical school at the University of Southampton. 

Data collection was divided into 2 stages:

  • Stage 1 - Students filled in Questionnaire 1 and were taught how to use the software (n=41)
  • Stage 2 - Students filled in Questionnaire 2 (n=27), took part in focus groups (n=15) and interviews (n=7).

Non-parametric statistical tools were used to analyse the questionnaire data whilst the focus groups and interviews were analysed using thematic analysis.

Acknowledgement

Special thanks must be given to Dr Lukas Kalinke, Kevin Wrigley, Dr Scott Border and Dr Norman Carr. 

Summary of Results

Stage 1

The key results from this stage were as follows:

  • 75% of students listed visual learning as one of their preferred learning modalities
  • There was a strong preference for e-learning packages
  • Students desired a learning tool was
    • Interactive
    • Student orientated
    • Capable of assisting independent study

The above shows the various combinations that students listed as their preferred learning styles. 

Stage 2 

The key findings from this stage are as follows:

  • Wisdomap Medicine was easy to use
  • The software aided information retention and was a useful supplementary learning tool
  • Students would recommend this sofware to others - in particular to those in their clinical years of study
  • Students found Wisdomap Medicine to be an effective e-learning package

For a more in-depth look at the findings from stage 2, select the "more detail" tab.

Take-home Messages

75% of students in this study learn in a visual manner. Research has shown that matching learning styles and what students want to the way information is delivered improves motivation and academic performance. 

Wisdomap Medicine was a well received e-learning package. The positive feedback suggests that Wisdomap Medicine satisfied the criteria of the students. 

Students found this to be an effective and enjoyable visual e-learning package.

Conclusion

Wisdomap Medicine has shown that through the unique combination of mind maps, disease flashcards and mulitmedia functions, it has the capacity to be a unique, supplementary, effective e-learning package.

References

See the "more detail" tab for a list of references.

Background

Diagnosis Mind Map

The diagnosis mind map involves having a central node that has the presenting complaint in question. In this example, the presenting complaint is chest pain. Using the "add node" function one can have various branches coming off the central node to categorise one's thinking. From these nodes the subsequent pathologies then branch off using the "add disease" function. This allows one to categorise one's thinking regarding the differential diagnoses of the presenting complaint. 

Disease Flashcard

On creating the disease nodes, Wisdomap Medicine automatically creates a disease flashcard which is visible on the side of the screen when viewing the diagnosis map or as a separate screen altogether. The flashcard contains several key sub-headings that are essential towards understanding the basics of any pathology. One enters the points they feel are key under each subheading.

Summary of Work

Stage 1: This day occurred in October 2013. Students were introduced to the research project and were asked to fill Questionnaire 1 (n=41). This was essentially a pre-use questionnaire whereby prior to using Wisdomap Medicine, students were asked fill in this questionnaire which was designed to gauge students' perceptions towards e-learning and what they required from a learning tool such as Wisdomap Medicine. Students were then taught how to use Wisdomap Medicine. 

 

A month long break was incorporated into the data collection process in order to give students the opportunity to use the software in their own time whilst studying. 

 

Stage 2: This comprised predominantly as a means of gaining feedback regarding the use and effectivity of Wisdomap Medicine through Questionnaire 2 (n=27), focus groups (n=15) and interviews (n=7). Questionnaire 2 was essentially a post-use questionnaire designed to gauge what aspects of Wisdomap Medicine students found effective and useful whilst the focus groups and interviews were a means of identifying the reasons behind the opinions they held.

Acknowledgement
Summary of Results

Questionnaires from stage 2 revealed the following:

  • 85% thought Wisdomap Medicine was easy to use
  • 70% felt it was enjoyable
  • 78% believed it aided in knowledge organisation
  • 81% found Wisdomap Medicine to be an effective e-learning package
  • 78% would use the software in the future
  • Student shared the opinion that Wisdomap Medicine was an interactive tool that met their requirements

 

Thematic Analysis condcuted on the data obtained from focus groups and interviews revealed the following key themes:

  1. Wisdomap Medicine was used mostly at home or at the library 
  2. It was mainly used as a supplementary learning tool
  3. This is best suited to visual learners
  4. The key features were the diagnosis map, test yourself and attach media functions
  5. Wisdomap Medicine was easy to use
  6. Students would recommend the software to those in their clinical years of study and those that learn in a visual manner

 

Interestingly, despite students predominantly recommending the software to those in their clinical years of study (years 3 and above), students in year 2 had a stronger sense of agreement that Wisdomap Medicine was an effective e-learning package. In fact, so much so that there was a statistically significant difference in the response between those in years 2 and 3 (P=0.012).

In addition, it was also interesting to see that there was a statistically significant difference (P=0.012) between years 2 and 3 when gauging the enjoyment in use of the software. Those in year 2 felt more strongly that the learning package was enjoyable which is interesting because students on the whole would recommend this tool to those in their clinical years of study.

 

Take-home Messages
Conclusion
References

Wisdomap Medicine. What is it? http://med.wisdomap.com/what/ (accessed 28 April 2014).

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Braun V, Clark V. Using thematic analysis in Psychology. Qualitative Research in Psychology 2006;3(2):77-101.

Barbe WB, Milone MN. What we know about modality strengths. Educational Leadership 1981:378-380.

Fleming ND, Mills C. Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy 1992;11:137-155.

VARK – a guide to learning styles. The VARK Modalities. http://www.vark-learn.com/english/page.asp?p=categories (accessed 28 April 2014).

Griggs SA, Olson J, Beasley M, Gorman BS. A Meta-Analytic Validation of the Dunn and Dunn Model of Learning-Style Preferences. The Journal Of Educational Research 1995;88(6):353-362.

Hugenholtz NIR, de Croon EM, Smits PB, van Dijk FJH, Nieuwenhuijsen K. Effectiveness of e-learning in continuing medical education for occupying physicians. Occupational Medicine 2008; 58(5): 370-372.

Williams KC, Williams CC. Five key ingredients for improving student motivation. Research in Higher Education Journal. http://www.aabri.com/manuscripts/11834.pdf (accessed 29 April 2014).

Ubah JN. Learning Styles among Medical Students, a Case Study of Ladoke Akintola University of Technology Medical School, Osogbo, Western Nigeria. Journal of Education and Practice 2012;3(5):47-50.

Nuzhat A, Salem RO, Quadri MSA, Al-Hamdan N. Learning style preferences of medical students: a single-institute experience from Saudi Arabia. International Journal of Medical Education 2011;2:70-73.

Wickaramasinghe A, Widanapathirana N, Kuruppu O, Liyanage I, Karunathilake I. Effectivenesss of mind maps as a learning tool for medical students. South East Asian Journal of Medical Education 2007;1:30-32.

Atkinson JW. Motivational determinants of risk-taking behaviour. Psychol Rev 1957;64:359-372.  

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