Veterinary Students' Recollection Methods for Surgical Procedures:A Qualitative Study

When veterinary students face their first live animal surgeries, their level of anxiety is generally high and this can affect their ability to recall the procedure they are about to undertake. Multimodal teaching methods have previously been shown to enhance learning and facilitate recall; however, student preferences for recollection methods when translating theory into practice have not been documented. The aim of this study was to investigate veterinary students' experience with recollection of a surgical procedure they were about to perform after using multiple methods for preparation. From a group of 171 veterinary students enrolled in a basic surgery course, 26 students were randomly selected to participate in semi-structured interviews. Results showed that 58% of the students used a visual, dynamic method of recollection, mentally visualizing the video they had watched as part of their multimodal preparation. A mental recipe was used by 15%, whereas 12% mentally visualized their own notes. The study provides new information regarding veterinary students' methods of recollection of surgical procedures and indicates that in Danish veterinary students, a visual dynamic method is the most commonly used. This is relevant information in the current educational situation, which uses an array of educational tools, and it stresses the importance of supporting the traditional surgical teaching methods with high-quality instructional videos. </jats:p

‘A picture is worth ten thousand words’: a module to test the ‘visualization hypothesis’ in quantitative methods teaching

Inadequate quantitative methods (QM) training provision for undergraduate social science students in the United Kingdom is a well-known problem. This paper reports on the design, implementation and assessment of an induction module created to test the hypothesis that visualization helps students learn key statistical concepts. The induction module is a twelve-week compulsory unit taught to first year social science students at a UK university, which they complete prior to a more traditional statistical, workshop-based QM module. A component of the induction module focuses on the use of visualization through Geographic Information Systems (GIS), to teach the process of hypothesis generation to students while they also are introduced to the basics of QM research design and univariate and bivariate forms of data analysis. Self-reflexive evaluation indicates that visualization could assist students with more advanced QM statistical skills

Understanding children's museum learning from multimedia instruction

The use of multimedia instructions for online learning has become very common particularly with the advances of the Internet technology. Consequently museums around the world utilize such information and communications technology (ICT) tools in order to provide richer learning experiences for their visitors.This paper discusses a study that investigated the relationship between multimedia instructional formats with individual cognitive learning preferences in a museum learning environment.A total of 91 school children age between 10 to 12 years old were randomly assigned into treatment groups based on their cognitive learning ratio.We employed a pre-test post-test quasi experimental design to reveal that general performance of the children exposed to the physical museum exhibits is better than the online museum environment.Although single cognitive learning preferences were evaluated, our findings suggest that analytics perform better than the wholists when exposed to the physical exhibits; whilst the result is reversed for the online exhibits environment.Verbalisers were found to be better than visualisers in the physical a museum context.Yet they were found to have slight differences when compared to visualisers in an online environment.Our findings on the combined cognitive styles (CCS) show that the analytics-visualisers’ mean scores were different between physical and online exhibits, compared to the other three CCS

‘A Picture Is Worth 10,000 Words’: A Module to Test the ‘Visualization Hypothesis’ in Quantitative Methods Teaching

Inadequate quantitative methods (QM) training provision for undergraduate social science students in the United Kingdom is a well-known problem. This paper reports on the design, implementation and assessment of an induction module created to test the hypothesis that visualization helps students learn key statistical concepts. The induction module is a twelve-week compulsory unit taught to first year social science students at a UK university, which they complete prior to a more traditional statistical, workshop-based QM module. A component of the induction module focuses on the use of visualization through Geographic Information Systems (GIS), to teach the process of hypothesisgeneration to students while they also are introduced to the basics of QM research design and univariate and bivariate forms of data analysis. Self-reflexive evaluation indicates that visualization could assist students with more advanced QM statistical skills

Effects of image‐based and text‐based active learning exercises on student examination performance in a musculoskeletal anatomy course

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/138318/1/ase1684.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/138318/2/ase1684_am.pd

Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis

Learning styles have been a contentious topic in education for years. The purpose of this study was to conduct a meta-analysis of the effects of matching instruction to modality learning styles compared to unmatched instruction on learning outcomes. A systematic search of the research findings yielded 21 eligible studies with 101 effect sizes and 1,712 participants for the meta-analysis. Based on robust variance estimation, there was an overall benefit of matching instruction to learning styles, g = 0.31, SE = 0.12, 95% CI = [0.05, 0.57], p = 0.02. However, only 26% of learning outcome measures indicated matched instruction benefits for at least two styles, indicating a crossover interaction supportive of the matching hypothesis. In total, 12 studies without sufficient statistical details for the meta-analysis were also examined for an indication of a crossover effect; 25% of these studies had findings indicative of a crossover interaction. Given the time and financial expenses of implementation coupled with low study quality, the benefits of matching instruction to learning styles are interpreted as too small and too infrequent to warrant widespread adoption

Exploring the relation between visualizer-verbalizer cognitive styles and performance with visual or verbal learning material

A student might find a certain representational format (e.g., diagram, text) more attractive than other formats for learning. Computer technology offers opportunities to adjust the formats used in learning environments to the preferences of individual learners. The question addressed in the current study was: does the match between a student’s preference regarding the format of learning materials have any relation with performance when learning with a specific format? For example, do learners with a preference for visual materials indeed perform better with visual learning materials? In a study with a pre-test post-test design, 48 participants were randomly assigned to one of two conditions. Both conditions completed a mathematical learning task about combinatorics and probability theory. In one condition learning materials were mainly diagram-based in the other condition they were mainly text-based. Afterward, the relations between cognitive style (visualizers–verbalizers), cognitive abilities (e.g., spatial and verbal ability), and learning performance were examined. The findings showed that cognitive style and learning outcomes were unrelated, for example, learners with a preference for visual materials do not necessarily perform better with visual learning materials. Learning results seem to be influenced by cognitive ability (in particular spatial visualization) and the extent to which a format affords cognitive processing, rather than a match between used and preferred format. It is argued that students should not choose on the basis of their preference, because it might lead them to selecting a format that is less effective for learnin

Investigating the relationships between preferences, gender, and high school students\u27 geometry performance

In this quantitative study, the relationships between high school students\u27 preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013-2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students. For the purpose of statistical analysis, students\u27 preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students\u27 visuality scores ranged from -12 to +12. The visuality scores were used to assess students\u27 preference for solution methods. A standardized test score was used to measure students\u27 geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students\u27 geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students\u27 geometry performance was significantly higher than male students\u27 geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods