Implementing Digital Media Presentations as Assessment Tools for Pharmacology Students

Reyna Zeballos, JL; Meier, P; Geronimo, F; Rodgers, K

Implementing Digital Media Presentations as Assessment Tools for Pharmacology Students

Reyna Zeballos, JL

Meier, P

Geronimo, F

Rodgers, K

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Publisher:: Science and Education Publishing
Publication Type:: Journal Article
Citation:: American Journal of Educational Research, 2016, 4 (14), pp. 983 - 991 (9)
Issue Date:: 2016-09-01

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Field	Value	Language
dc.contributor.author	Reyna Zeballos, JL https://orcid.org/0000-0002-9909-0581	en_US
dc.contributor.author	Meier, P https://orcid.org/0000-0001-6911-3511	en_US
dc.contributor.author	Geronimo, F https://orcid.org/0000-0002-7067-0515	en_US
dc.contributor.author	Rodgers, K https://orcid.org/0000-0002-3627-9651	en_US
dc.date.available	2016-06-30	en_US
dc.date.issued	2016-09-01	en_US
dc.identifier.citation	American Journal of Educational Research, 2016, 4 (14), pp. 983 - 991 (9)	en_US
dc.identifier.issn	2327-6126	en_US
dc.identifier.uri	http://hdl.handle.net/10453/51518
dc.description.abstract	At the Faculty of Science we introduced the use of digital presentations as assessment tools for third-year pharmacology students. A cohort of 167 students self-allocated into groups of four and were assigned a topic related to the pharmacology lecture material. A one-hour lecture was delivered to discuss digital media principles (visual design, video composition, multimedia learning principles, etc.) and how to apply these to create digital media projects. During practical classes, students developed a storyboard and received feedback and technical advice from tutors. Towards the end of the semester, students uploaded their preliminary presentations to a YouTube channel and received feedback from lecturers, tutors, and peers before submitting the final version. A marking rubric was developed and shared with students at the beginning of the semester. The study used a mixed-methods approach to evaluating the intervention. A comprehensive 35-step questionnaire was used, covering demographics, students’ attitudes towards technology, digital media support, understanding of the assignment, and knowledge construction and skills gained. It also contained five open-ended questions. A high response rate was achieved for the voluntary survey (97/167). Additionally, students reviewed contributions of group members using SPARKPlus, and the marks attained were used to triangulate the questionnaire responses. In summary, the data shows that students found the assignment was engaging, fostered learning and creativity, and that they gained additional skills relevant to their future careers.	en_US
dc.publisher	Science and Education Publishing	en_US
dc.relation.ispartof	American Journal of Educational Research	en_US
dc.relation.isbasedon	10.12691/education-4-14-1	en_US
dc.title	Implementing Digital Media Presentations as Assessment Tools for Pharmacology Students	en_US
dc.type	Journal Article
utslib.citation.volume	14	en_US
utslib.citation.volume	4	en_US
utslib.location.activity	USA	en_US
utslib.for	1102 Cardiorespiratory Medicine and Haematology	en_US
utslib.for	1109 Neurosciences	en_US
utslib.for	1101 Medical Biochemistry and Metabolomics	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Science/School of Life Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - CHT - Health Technologies
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	14	en_US
pubs.publication-status	Published	en_US
pubs.volume	4	en_US

Abstract:

At the Faculty of Science we introduced the use of digital presentations as assessment tools for third-year pharmacology students. A cohort of 167 students self-allocated into groups of four and were assigned a topic related to the pharmacology lecture material. A one-hour lecture was delivered to discuss digital media principles (visual design, video composition, multimedia learning principles, etc.) and how to apply these to create digital media projects. During practical classes, students developed a storyboard and received feedback and technical advice from tutors. Towards the end of the semester, students uploaded their preliminary presentations to a YouTube channel and received feedback from lecturers, tutors, and peers before submitting the final version. A marking rubric was developed and shared with students at the beginning of the semester. The study used a mixed-methods approach to evaluating the intervention. A comprehensive 35-step questionnaire was used, covering demographics, students’ attitudes towards technology, digital media support, understanding of the assignment, and knowledge construction and skills gained. It also contained five open-ended questions. A high response rate was achieved for the voluntary survey (97/167). Additionally, students reviewed contributions of group members using SPARKPlus, and the marks attained were used to triangulate the questionnaire responses. In summary, the data shows that students found the assignment was engaging, fostered learning and creativity, and that they gained additional skills relevant to their future careers.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/51518