First Impression: For better or worse, technology has become an integral part of today’s health sciences education. Unlike the traditional lecture/note-taking format of earlier generations, students prefer, and oftentimes expect, a curriculum that incorporates a variety of strategies to facilitate learning. Ways of conveying information may include videos, interactive activities (e.g., matching or fill-in-the-blank activities), case studies, and assessments (multiple-choice questions). With the popularity and availability of various mobile devices, easy access to information has become paramount.
At GRU/AU, first year students in the Doctor of Physical Therapy program take coursework on normal functional anatomy of the musculoskeletal system. This course addresses the kinesiology/biomechanics of the musculoskeletal system and skills required to measure joint motion (goniometry) and muscle strength (manual muscle testing). Students purchase 3 different textbooks, which makes the material “appear” mutually-exclusive of each other. Use of a single medium to convey these interrelated concepts may provide an easier way for students to access information.
An iBook is a possible tool to consolidate the concepts and skills taught in this course. Instead of merely having text, an iBook becomes alive through the incorporation of videos, interactive activities, and assessments. Its touchpad feature allows for easy navigation for finding information. Instead of relying on a table of contents or index to find information, an iBook has an icon for each page for students to choose the page of interest.
What is my take of the iBook? Textbooks will continue to represent the primary means for conveying information. However, an iBook can be a useful and viable tool for consolidating information. More important, it can provide students an interactive way for integrating multiple concepts literally in the palm of their hands via a mobile phone or tablet.
Lori Bolgla, PT, PhD, MAcc, ATC
Department of Physical Therapy
GRU, College of Allied Health Sciences
The Graduate School
Abstract: In an era of digitally connected students, there is a demand for academic material to be delivered through electronic mobile devices and not just through traditional methods such as lectures and tutorials. A digital interactive book-iBook (for use on the Apple iPad)-was created to teach undergraduate anatomical science students (n = 26) four key areas of the brachial plexus: definitions, gross anatomy, relative anatomy, and functions of terminal branches. Students were asked to complete pre-resource and post-resource questionnaires, which were used to calculate the mean improvement score and ultimately the efficacy of the resource. Free text comments were gathered to evaluate student opinions on this mode of learning. The mean score on the pre-resource and post-resource questionnaires was 4.07 of 8 and 5.69 of 8, respectively. The overall mean improvement score was 1.62, determined statistically significant by a dependent t-test (P = 0.0004). Findings demonstrate that digital books on the iPad provide a uniquely interactive way of delivering information and engaging students. Furthermore, digital books can be used alongside traditional methods of teaching anatomy to enhance and promote deep learning in students.
Journal Scout 