The course of “Introduction to Human Anatomy” is part of the curriculum delivered to the undergra- duated students (Freshman year) at the Faculty of Medecine of the University of Liege. The course is taught in a blending learning mode combining traditional intructor-led and e-learning activities. The MCQ 2 test is one of the three components of the final written exam (which consists of 3 MCQ tests). This test requires students to recognize and identify the organ’s orientation in cross-sections re- presented in different spatial views. In our study, we tried to evaluate how the online training exer- cises provided by the instructors team for that par- ticular ability was appreciated by students and if students benefited from this type of online activi- ties to improve their examination results for MCQ 2 test. Further in our research, we asked student about their perceptions of coherence between the aims, methods and evaluation of our entire system. Then this perception has been compared with the overall score of the exam to look for the present of correlation elements. We observed that the MCQ 2 test results are significantly better for students who practiced the new online exercises and for students having seen the value of this activity. The percep- tion of consistency or coherence between the ob- jectives, methods and assessment is not correlated to the overall score of the student. As conclusion, we can declare that the new learning scenario pro- posed positively enriches the learning environment for students. It can be easily scaled up for impor- tant groups and accessed at any time by users. It focusses on specific objectives, is directly linked to the examination system of the course (MCQ 2) and also allows developing a competence expertise related to their future medical profession.
Available online: 2015-10-15
Ernst, D., Van de Poël, J.-F., Verpoorten, D., Bonnet, P., & Defaweux, V. (2014). Comment améliorer la réussite à l’examen d’anatomie en 1re année de bachelier en médecine? Étude de l’impact d’une activité intégrée dans un dispositif hybride de formation.. International Journal of Technologies in Higher Education, 11(3), 51-67. https://doi.org/10.18162/ritpu.2014.254