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Journal: Unpublished PhD thesis Oklahoma State University, Date: 2024/12, Pages: 96, type of study: mixed methods study

Full text    (https://openresearch.okstate.edu/entities/publication/dbfb2c7b-8dc8-4b37-bf0f-8b13d931c92b)

Keywords:

academic performance [8]
apps [2]
electrocardiogram [2]
exams [23]
medical students [585]
mixed method study [84]
mobile learning [1]
osteopathic medicine [1934]
technology [15]
USA [1514]

Abstract:

This case study investigates the use and outcomes of osteopathic medical students’ use of a customized mobile app called “ECGs by JZ” to supplement classroom teaching of electrocardiogram interpretation. The study employs an explanatory case study design using a constructivist theoretical perspective, integrating quantitative and qualitative data to assess the app’s use and effectiveness on exams and how students perceive using the mobile app to study for exams and use on clinical rotations as a reference tool. The app’s design is grounded in the Technology Acceptance Model (TAM) and cognitive load theory, exploring how mobile learning, or m-learning, tools can supplement medical education in a non-formal setting. The case study involves 507 students from three cohorts of osteopathic medical students in first-year, second-year, and the third-year at Oklahoma State University College of Osteopathic Medicine. Quantitative data includes mobile app access data from all three cohorts and exam data from first-year medical students. Qualitative data is gathered from all three cohorts through the use of a survey questionnaire, assessing student perceptions, motivations, and barriers to using the mobile app. The findings reveal that while the app did not statistically improve exam scores for students who used it versus those who did not, students did perceive it as a valuable study tool. The apps’ interactive features, like quizzes and practice questions, were appreciated for their convenience and ease of use, which were consistent with the TAM. The research highlights the importance of integrating non-formal educational strategies in addition to the formal classroom setting, allowing flexible and readily accessible learning resources. Despite the lack of improved exam outcomes, the positive feedback underscores the potential of a mobile learning tool to help understand and retain complex medical concepts that can be used in other disciplines outside of medicine.

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