(631) MEDICAL STUDENTS' PERCEPTION OF THE DEPLOYMENT OF INTERACTIVE WHITEBOARDS FOR PROBLEM BASED LEARNING

摘要

Background: Interactive whiteboards (IWB) were introduced in all the classrooms used for problembased learning (PBL) sessions within the University of Geneva faculty of medicine at the beginning of2014. Students were surveyed at the end of the following semester to evaluate their perception anduse of IWBs, and measure IWBs' impact on PBL process, students' motivation, and group functioning.Method: Bachelor students of Years 2 and 3 answered a 61-item self-administered online surveyexploring eight themes: IWB launching, IWB use, practice of the writing and drawing software, role ofthe secretary, PBL process, personal interaction with IWB, group functioning, and socio-demographicdata.Results: 236 students (71.7%) completed the survey. Globally students found IWBs as well as the texteditor easy to use (mean 4.8± 0.9 standard deviation; easier for men, p=.007; and 4.9±0.9 on a 1 to 6Likert scale). Other functionalities were occasionally or rarely used, as well as the integration oflearning materials (articles, book chapter, and websites) in the notebook. When compared to thesituation before the deployment of IWBs, students did not report higher motivation (3.2±1.4), moreconcentration (3.2±1.4), more creativity (3.7±1.6), better understanding (3.2±1.3), or bettermemorization of what was displayed in the board (3.3±1.4). They agreed that the use of multimedialearning resources was facilitated (4.9±1.1), the material produced by the group was richer indrawings, images, Abstracts (4.3±1.4), but did not think the group was better organised (3.6±1.4) northat the elements discussed were more precise (3.6±1.4). After the first phase of a PBL session, theelectronic notes were used by the majority of the students to complete their own documentation. Theywere however not used more frequently than before (3.2±1.7), and only used sometimes as a startingpoint for the reporting phase of the PBL session (2.1±0.8).Conclusions: The implementation of IWBs within the institution was rather positively welcomed bystudents. Whereas they deemed the material produced by the group was enriched when compared tothe situation without IWBs, there was no evidence, neither at the individual, nor at the groups' level, ofa significant change regarding the learning process and organisation.