About this paper

Appears in:
Pages: 3580-3589
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

DEVELOPMENT AND EVALUATION OF COMPUTER-ASSISTED LEARNING (CAL) TEACHING TOOLS COMPARED TO THE CONVENTIONAL DIDACTIC LECTURE IN PHARMACOLOGY EDUCATION

A. Karaksha, G. Grant, A.K. Davey, S. Anoopkumar-Dukie

Griffith University (AUSTRALIA)
Objective:
Develop and compare the educational benefit of an interactive pharmacology computer assisted learning (CAL) tool, designed according to educational theory, versus the conventional lecture in a pilot study. Evaluate student satisfaction with the tool, identify its place in pharmacology education, and evaluate the educational benefit it may have on student performance using a short-term recall assessment.

Methods:
A computer-based flash animation describing two gastrointestinal drug mechanisms of action was developed. The study group comprised 75 third-year pharmacy students at Griffith University. Ethical approval was granted by the Griffith University Human Ethics Committee. Participants were randomly allocated into four groups, Lecture + CAL (N = 23), CAL (N = 22), Lecture (N = 13) and No intervention (N = 17). Performance was assessed using multiple choice questions. Time taken to answer each question and the quiz as a whole was also compared between the four groups. Participants satisfaction with the tool was also measured using a 5-point Likert scale. Data were analysed statistically by ANOVA testing using GraphPad InStat software (version 3.10). Probability (p) values of less than 0.05 were considered statistical significance.

Results:
Performance as measured by mean test scores was significantly different (p<0.05) in two comparisons only: the Lecture + CAL versus Lecture groups and the Lecture + CAL versus No intervention groups with the Lecture + CAL group outperforming the other groups in both cases. No significant difference (p>0.05) was found by comparing the time to undertake the quiz between the four groups, in addition no significant difference was discovered by comparing the time spent to finish each question between the groups. The majority of participants were satisfied with the CAL and found it easy to use.

Conclusion:
The results of the present study suggest that these self-developed CALs supplement lectures and have the potential to improve students’ performance and improve knowledge transfer.
@InProceedings{KARAKSHA2011DEV,
author = {Karaksha, A. and Grant, G. and Davey, A.K. and Anoopkumar-Dukie, S.},
title = {DEVELOPMENT AND EVALUATION OF COMPUTER-ASSISTED LEARNING (CAL) TEACHING TOOLS COMPARED TO THE CONVENTIONAL DIDACTIC LECTURE IN PHARMACOLOGY EDUCATION},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {3580-3589}}
TY - CONF
AU - A. Karaksha AU - G. Grant AU - A.K. Davey AU - S. Anoopkumar-Dukie
TI - DEVELOPMENT AND EVALUATION OF COMPUTER-ASSISTED LEARNING (CAL) TEACHING TOOLS COMPARED TO THE CONVENTIONAL DIDACTIC LECTURE IN PHARMACOLOGY EDUCATION
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 3580
EP - 3589
ER -
A. Karaksha, G. Grant, A.K. Davey, S. Anoopkumar-Dukie (2011) DEVELOPMENT AND EVALUATION OF COMPUTER-ASSISTED LEARNING (CAL) TEACHING TOOLS COMPARED TO THE CONVENTIONAL DIDACTIC LECTURE IN PHARMACOLOGY EDUCATION, EDULEARN11 Proceedings, pp. 3580-3589.
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