Using interactive multimedia e-Books for learning blood cell morphology in pediatric hematology

Chih-Cheng Hsiao, Mao-Meng Tiao, Chih-Cheng Chen, Chih-Cheng Hsiao, Mao-Meng Tiao, Chih-Cheng Chen

Abstract

Background: This prospective study compares the use of interactive multimedia eBooks (IME) with traditional PowerPoint (TPP) for teaching cell morphology of blood and bone marrow.

Methods: Fifty-one interns from three Taiwan medical schools training by a single teacher in the pediatric hematology department of Kaohsiung Chang Gung Memorial Hospital, Taiwan, participated in this study. 25 interns were allocated for training with a traditional PowerPoint atlas and 26 interns for training with an interactive multimedia eBook atlas. Learning outcomes were examined by pre-test and post-test using the CellQuiz of CellAtlas App. Attitudes and perceptions were collected by survey questions regarding interest, motivation and effectiveness.

Results: There was no difference in the pre-test scores between TPP and IME groups (mean score 27.0 versus 27.9, p = 0.807). However, the interns in the interactive multimedia eBook group achieved significantly better scores in the post-test than the ones in the PowerPoint group (mean score 103.2 versus 70.6; p < 0.001). Overall results of interest, motivation and effectiveness were strongly positive in the multimedia eBook group.

Conclusions: Our data supports that interactive multimedia eBooks are more effective than PowerPoint to facilitate learning of cell morphology of blood and bone marrow.

Figures

Fig. 1
Fig. 1
Using SimMAGIC eBook software to create interactive multimedia eBooks of cell morphology of blood and bone marrow. The eBooks were specifically created for this study
Fig. 2
Fig. 2
Create an eBook in Four Easy Steps: step 1. Import PPT/PDF; step 2. Setting interactions; step 3. Add videos and audio; step 4. Export eBook
Fig. 3
Fig. 3
Flow chart of the study. A total of 51 interns were randomized to eBook group and TPP group
Fig. 4
Fig. 4
The interns in the interactive multimedia eBook (IME) group achieved significantly better scores in the posttest than the ones in the PowerPoint (TPP) group with a mean score of 103.2 ± 13.6 and 70.6 ± 13.7, respectively (p < 0.001). Descriptive statistics and student’s t-test were used in comparison between TPP and IME groups. A p-value < 0.05 is considered statistically significant
Fig. 5
Fig. 5
Five-point Likert scale is used, where 1 Strongly Disagree, 2 Disagree, 3 Neutral, 4 Agree, 5 Strongly Agree. A five-point Likert scale questionnaire was used to gather data regarding multiple modes of representation and students’ attitudes toward interactive multimedia eBook and traditional PowerPoint

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Source: PubMed

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