Kosin Med J.  2022 Mar;37(1):75-82. 10.7180/kmj.22.010.

New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback

• Lee SS
• Lee H
• Hwang H

• KMID: 2527698
• DOI: http://doi.org/10.7180/kmj.22.010

Abstract

Background
To overcome communication obstacles between medical students and trainers, we designed serial learning activities utilizing a smartphone and web-based instruction (WBI) on the Moodle platform to provide clear and retrievable trainer feedback to students on an objective structured clinical examination (OSCE) item.
Methods
We evaluated students’ learning achievement and satisfaction with the new learning tool. A total of 80 fourth-year medical students participated. They installed the Moodle app (the WBI platform) on their smartphones and practiced an endotracheal suction procedure on a medical simulation mannequin while being evaluated by a trainer regarding competence in clinical skills on the smartphone app. Students’ competency was evaluated by comparing the scores between the formative assessment and the summative assessment. The degree of satisfaction and usefulness for the smartphone and WBI system were analyzed.
Results
The means (standard deviations, SDs) of the formative and summative assessments were 8.80 (2.53) and 14.24 (1.97) out of a total of 17 points, respectively, reflecting a statistically significant difference (P<0.05). The degree of satisfaction and perceived usefulness of the smartphone app and WBI system were excellent, with means (SDs) of 4.60 (0.58), and 4.60 (0.65), respectively.
Conclusion
We believe that the learning process using a smartphone and the Moodle platform offers good guidance for OSCE skill development because trainers’ written feedback is recorded online and is retrievable at all times, enabling students to build and maintain competency through frequent feedback review.

Keyword

Clinical skills; Web based instruction; Feedback; Objective structured clinical examination

Figure

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  Fig. 1. Students accessed the web-based instruction (WBI) website for online endotracheal suction practice (A), where they completed the formative assessment (B), self-reflection (C), summative assessment (D), and survey (E). OSCE, objective structured clinical examination.

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  Fig. 2. Smartphone app screen for the endotracheal suction practice class.

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  Fig. 3. Frequency distribution of student grades on the formative assessment and summative assessment.

Reference

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