Kosin Med J.  2023 Dec;38(4):278-287. 10.7180/kmj.23.150.

The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures

• KMID: 2549501
• DOI: http://doi.org/10.7180/kmj.23.150

Abstract

Background
This study evaluated the effectiveness of Moodle’s “Lesson” feature as a pre-learning tool for clinical skills among medical students.
Methods
The performance of 69 fourth-year medical students during practical sessions on arterial puncture and blood transfusion was assessed. These students engaged in pre-learning activities via Moodle's “Lesson” feature. We analyzed the survey results to gauge students’ satisfaction and perceived usefulness of the pre-learning approach. Additionally, we compared the performance of the 2023 cohort, which took part in the pre-learning process, with students from 2020 to 2022 who did not have this preparatory component.
Results
Among the students surveyed, data from 59 respondents were analyzed. Satisfaction with the pre-learning segment was high, with a mean satisfaction score of 4.69 (standard deviation [SD]=0.62) and Cronbach’s alpha of 0.918. The tool's perceived usefulness was also rated highly, with a mean score of 4.77 (SD=0.53) and Cronbach’s alpha of 0.956. Students who used the pre-learning tool had a mean score of 84.20 (SD=14.74), whereas those who did not use the tool scored slightly lower, with a mean of 80.40 (SD=13.07); however, this difference was not statistically significant (p=0.196). Nonetheless, the 2023 cohort scores were generally higher across the various percentile measures than those of the 2020–2022 groups.
Conclusions
The pre-learning tool using the “Lesson” feature on Moodle proved useful and satisfactory for students learning clinical procedures. Further research with larger cohorts is required to validate these findings.

Figure

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  Fig. 1. Flowchart illustrating the pre-learning process for arterial puncture and blood transfusion procedures. Students followed the procedure outlined in the web-based instructional system. They engaged in a pre-learning activity using the "Lesson" feature on the Moodle platform. Here, students responded to questions, and subsequent instructions were tailored based on their answers.

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  Fig. 2. Frequency distribution of student scores on the procedural assessment. In total, 69 students' scores were plotted with a bin width of 5.

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  Fig. 3. Examination score distribution: 2023 versus 2020–2022. We employed parametric and non-parametric methods to compare the mean difference between the two groups due to the smaller sample size in the 2023 group. Consequently, we utilized the independent t-test as a parametric method and the Mann-Whitney U test as its non-parametric counterpart.

Reference

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