Presentation
Embracing Interactive Technology to Teach Didactic Year Physician Assistant Students
Innovations in Medical Education, Keck School of Medicine
(2020)
Abstract
Idea: Integrate adaptive technology into Anatomy curriculum.
Need: Physician assistant departments do not have the extensive resources and instruction time to
teach anatomy like medical schools. With faster computers and large data storage on the cloud,
interactive technology has become quite useful and affordable. Interactive technology is algorithm-based
systems that take advantage of advanced mathematical formulas and machine learning concepts to
adapt specifically to individual learners. At its core, such systems are intended to identify what a student
does and doesn’t understand, identify and provide content that will help the student learn it, assess
again, help again, etc., until some defined learning goal is achieved. One of its greatest potentials is to
target instruction at just above the student’s ability level (to challenge but not discourage the student)
and at the student’s specific content needs. A recent study concluded that some adaptive systems were
nearly as effective as one-on-one human tutoring.
Methods: Access to the LearnSmart interactive technology will be made available to didactic physician
assistant students in the Anatomy course. Lectures using the technology will be given as well as class
and after class assignments using the technology.
Evaluation Plan: At the end of the course, didactic presentations will be evaluated through review of the
student’s responses about the course structure and curriculum. Presence of
comments/recommendations about the course and usage of interactive online technologies will be
reviewed in written feedback from the course. A PA student’s survey at the end of the course after
implementation will assess perceptions about the effectiveness and learning outcomes from using
interactive online tools. End of course student evaluations about course content will be monitored for
depth of reflection and for effectiveness of teaching. Student performance will be evaluated against the
other cohorts.
Potential Impact: Interactive technology will assist the learner and will provide effective and affordable
tools to utilize to improve learning outcomes. Examples are cadaver labs, histology and CT scan, and X-ray
imaging labs providing the means to conduct labs without tying up resources.
References:
1) Garg, Geoff Norman, Lawrence Spero, Ian Taylor, A. (1999). Learning anatomy: do new computer
models improve spatial understanding? Medical Teacher, 21(5), 519-522.
2) Bertheussen, B. A., & Myrland, Ø. (2016). Relation between academic performance and students'
engagement in digital learning activities. Journal of Education for Business, 91(3), 125-131.
3) Sun, Q., Norman, T. J., & Abdourazakou, Y. (2018). Perceived value of interactive digital textbook
and adaptive learning: Implications on student learning effectiveness. Journal of Education for
Business, 93(7), 323-331.
Keywords
- Medical Technology,
- Physician Assistant,
- Teaching
Disciplines
Publication Date
February 14, 2020
Location
San Gabriel, CA
Citation Information
Zilola Khashimova. "Embracing Interactive Technology to Teach Didactic Year Physician Assistant Students" Innovations in Medical Education, Keck School of Medicine (2020) Available at: http://works.bepress.com/zilola-khashimova/13/