Objective: This study investigated the relationship between chiropractic students' use of a clinical education wiki site (CEWS) and practical exam performance.
Methods: An IRB-approved survey and cross-sectional study of trimester 1 through 7 students was conducted. Questions included frequency of use, experience level with online technology, gender, perception of how usage impacted their overall education, and their performance on practical exams. The survey was pretested for face validity prior to administration. Practical exam data was collected from our learning management system (LMS).
Results: The survey was distributed to 348 students and 150 responded: a response rate of 43%. There were no statistically significant differences in exam scores between users and non-users based on frequency of use, between gender, or between students’ perception of using the site and their practical exam scores. Seventy-five percent of users reported being satisfied or very satisfied with the overall ease of use of the CEWS.
Conclusion: There was no statistically significant evidence to support the hypothesis that increased engagement with the CEWS improves practical exam performance. Further research with larger sample sizes and refined methodologies is recommended to better understand the potential benefits of digital learning tools in chiropractic education.
Author keywords: Chiropractic Education; Wikis in Education; Digital Learning in Health Sciences; Clinical Education; Practical Exam Skills Development
This abstract is reproduced with the permission of the publisher. Click on the above link for free full text.
|
