EEG Analysis of the Left and Right brain activities from cartoon learning versus text learning / 대한의료정보학회지

OBJECTIVE: Cartoons have been known to motivate learners and make learning process easier by combining verbal and visual effects. But they are mostly applied to motivate the less able learners, and have limits in delivering comprehensive information. Thus, more careful and scientific validation for the pros and cons of using cartoons for everyday use in various subjects is in need. METHODS: In this research, we used Electroencephalography(EEG) to compare cartoon learning and text learning by measuring four characteristic brainwaves including theta, alpha, sensory motor rhythms(SMR), and beta, from the left and right brain. The EEG signals acquired from 24 subjects are analyzed using the mean difference of the left and right brain and canonical correlation analysis. RESULTS: The theta brainwave of the left brain and right brain shows significant differences (p<0.05) from cartoon learning versus text learning in the theta brainwave while the other brain waves show similar patterns. CONCLUSION: Cartoon learning produced significantly stronger theta brainwaves than text learning implicating that cartoon learning reduces more focused attention, SMR brainwaves and beta brainwaves from the left brain explained cartoon learning and text learning process while alpha brainwaves explained those processes in the right brain.

A Web-Based Performance Assessment Model for OSCE (Objective Structured Clinical Examination) / 한국의학교육

PURPOSE: OSCE, a performance assessment method using simulator and multimedia standardized patients can evaluate the student's clinical skills more effectively. It, however, lacks specific assessment criteria and methods for each station which OSCE consists of. Thus, in this research, we propose a web-based PBL (Problem Based Learning) performance assessment model which consists of the assessment criteria (Rubric) and the process for each OSCE station. METHODS: In our model, setting the assessment criteria (Rubric) makes the goal of problem- based learning clearer and the assessment procedure more objective by giving the concrete assessment measure. We decompose the PBL-based OSCE into five procedures: problem understanding, hypothesis clarification, the clarification of interaction role, the decision of performance assessment types, performance assessment testing. RESULTS: The web-based model was developed consisting of five corresponding areas: problem setting, assessment criteria (Rubric), community, performance assessment types (automatic production, template production), the performance assessment testing. CONCLUSIONS: A proposed web-based PBL model will provide the concrete guidelines for clinical skill and attitude learning by giving more objective and clarified assessment criteria and by increasing the quality of assesment through the continuous development of assessment criteria.