The purpose of this presentation is to present student perceptions of digital standardized examinations and to explore relationships between student use of a digital patient with learning styles.
Results: Student learning styles* were assessed prior to course with 70 % Visual, 30% Auditory, and 50% Kinesthetic (*Percentages exceed 100% r/t multiple learning styles). Feedback from students prior to DCE was positive, with some concerns related to lack of experience and new technology. Three themes obtained post-DCE included a more comprehensive understanding of content, practice in questioning and collecting history, and improved feedback with documentation.
Discussion: This presentation will relate the issue of technologies with online education to all disciplines and will identify innovative teaching strategies to use with such challenges.
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