CUHK Expo 2019/20

Background:
Students spend most of their time on social networking everyday. We believe that by utilizing social network platform can help engaging students in learning.

Summary of Work:
We aimed at providing easy to use and mobile friendly learning materials for students to be familiarized with various medical abbreviations in order to interpret information efficiently. In this project we developed an e-learning model for learning medical abbreviations. This model included a self-learning webpage and an Instagram account (@marscuhk) that introduced 90 medical abbreviations.

Summary of Result :
We received feedbacks and pre/post project survey data from over 100 Pharmacy year 3 and other Faculty of Medicines students of different disciplines. Nearly 90% of interviewed students use Instagram as their major social media platform.

In addition, they agreed that the website and Instagram account and their contents were useful and helpful for them in following areas: communicate with other healthcare professionals during clinical clerkship (Pharmacy students:+28%, p=0.0002, other students :+24.4%, p= 0.0003); helpful to explain to patients (Pharmacy students: +20%, p=0.001388, other students : +22.1%, p= 0.0007); increased their knowledge (Pharmacy students : 18.4% , p=0.0014, other students : +12.7%, p= 0.0291)

Discussion & Conclusion:
Students’ feedbacks and survey figures indicated that the model did help their learning and the project completed satisfactorily.

Take-home Message:
Providing innovative and interesting learning methods to students can improve their attitude and motivation on complicated subjects.

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To promote ubiquitous learning in Chemistry, “Science Mobile” is introduced and implemented into courses for students. A number of learning objects in the formats of videos, photos, textual descriptions, and webpages are produced under three important themes in Chemistry: (i) food, drugs and organic chemistry, (ii) traditional and modern materials, and (iii) chemical analytic methods and their applications in society. Until October 2019, over 260 Chemistry learning objects have been created and they will be uploaded to the platform. The learning objects cover a wide range of contents including the introduction and operation of common analytical instruments, demonstrations of experimental techniques and some basic chemical knowledge in daily life. To promote students to learn science across the boundaries of disciplines, we focus on ubiquitous learning to promote knowledge integration from different sub-disciplines in Chemistry. The objects are embedded into different learning pathways and modules, which allow students to appreciate the connections between scientific concepts and applications. QR codes, barcodes and RFID tags can be scanned to access the learning objects to achieve ubiquitous learning.

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“Science Mobile” is developed as a portable learning platform to facilitate students learning science concepts across different science disciplines in daily life. All learning objects are hosted by a web-based learning management platform. “Science Mobile” has been launched in App Store in IOS system and Google Play in Android system since April 2019. Student can install the apps into their smartphones to view the learning objects for ubiquitous learning.

Students can access the learning objects by scanning the corresponding barcodes, QR codes and RFID, or by searching with relevant keywords and hash tags. The learning objects are displayed with images, textual description, videos, or related websites. Hyperlinks and hash tags allow students to explore the relationship among different learning objects. Assessment can be assigned to students for assessing their understanding on certain learning objects. Modules are available for relating the learning objects to build a learning pathway. Teachers can upload the learning materials and the related assessment items through the teacher panels. Students’ performance can be viewed by generating reports on the assessment to evaluate students’ understanding.

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Game-based learning for small group classes can foster active and experiential learning, teamwork, problem solving and critical thinking skills. Activity ranking in uReply, a web-based Student Response System, is a new feature in the single-item session component. We describe our experience of using uReply activity ranking in an introductory first aid casualty scenario game for junior secondary school students.

Educational goals of first aid training for junior secondary school include knowledge and skills in calling emergency number, choking, recovery positioning, wound and burn care, stopping bleeding and managing minor injury to bones, muscles or joints. As part the Department of Anaesthesia and Intensive Care Knowledge Transfer Outreach Project, we developed and assessed a 2.5 hour introductory non-resuscitative first aid course, with a game-based formative assessment component, for 140 secondary students (11-12 years old).

Immediately after practical skills training by volunteer physicians, students formed small groups to compete with one another by responding to a scenario with several events during a school camping trip in Sai Kung Country Park. Seventy students used uReply activity ranking on iPad devices to respond to eight multiple choice questions and instructors assessed students’ role play of injured classmates and first aid responders for treating minor abrasions, ankle sprain, choking and scald injury using first aid kits. The remaining 70 students used a paper-based format instead of uReply. The median (IQR) team score (out of 12) was higher in the uReply group (11.5, 10.3-12.0) than the paper-based format group (10, 9.3-11.0) [P=0.045]. To enable more flexibility for teams to work at their own pace competitively, uReply activity ranking in the multiple-item session component is suggested in the next update.

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