A Meta-Analysis of the Effectiveness of Educational Technologies in Medical Education

Q4 Social Sciences
Afshin Mousavi Chelak, H. Kaviani
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引用次数: 1

Abstract

Objectives Considering the contradictory evidence on the effectiveness of educational technologies, this meta-analysis was conducted to evaluate the impact of these technologies on medical education. Data Sources This meta-analysis was conducted based on secondary analysis methods. The analysis included experimental and semi-experimental studies on the effectiveness of educational technologies in the medical education of Iran. The census sampling method was applied in this study, and 54 studies were identified as relevant based on the inclusion and exclusion criteria. For data collection, a researcher-made checklist consisting of three sections, i.e., bibliographic information, methodological information, and findings, was completed. Finally, the Comprehensive Meta-Analysis (CMA) software was used for analysis of data. Results Among different educational technologies, multimedia education, E-learning, and computer-mediated learning using compact discs and software packages had significant effects on medical education; therefore, use of these technologies was effective in medical education. According to our findings, multimedia education (effect size, 1.793) was considered to be the most influential virtual technology in medical education. In general, all educational technologies were effective in the medical education of Iran; however, their effectiveness was insubstantial. Considering the area under the normal curve, the average effectiveness of educational technologies was 63% higher in the virtual education groups, compared to the controls without virtual education. Conclusions One of the most important issues in medical education and training is preparation of an engaging learning environment for students, which can be realized through a variety of educational technologies. However, for optimal effectiveness, complementary use of virtual technologies along with traditional methods or their integration in other educational approaches is suggested.
医学教育中教育技术有效性的元分析
目的考虑到有关教育技术有效性的证据相互矛盾,本荟萃分析旨在评估这些技术对医学教育的影响。本meta分析采用二次分析方法。分析包括对伊朗医学教育中教育技术有效性的实验和半实验研究。本研究采用人口普查抽样方法,根据纳入和排除标准筛选出54项相关研究。在数据收集方面,完成了一份由研究人员制作的清单,包括三个部分,即书目信息、方法信息和调查结果。最后采用综合元分析(Comprehensive Meta-Analysis, CMA)软件对数据进行分析。结果在不同的教育技术中,多媒体教育、E-learning和使用光盘和软件包的计算机媒介学习对医学教育有显著的影响;因此,在医学教育中使用这些技术是有效的。结果显示,多媒体教育(效应量为1.793)被认为是对医学教育影响最大的虚拟技术。总的来说,所有的教育技术在伊朗的医学教育中都是有效的;然而,它们的效力是微不足道的。考虑到正态曲线下的面积,在虚拟教育组中,教育技术的平均有效性比没有虚拟教育的对照组高63%。结论医学教育培训中最重要的问题之一是为学生准备一个有吸引力的学习环境,这可以通过各种教育技术来实现。然而,为了获得最佳效果,建议将虚拟技术与传统方法互补使用,或将其与其他教育方法相结合。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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0.40
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