@article{gookin_mcwhorter_vaden_posner_2010, title={Outcome assessment of a computer-animated model for learning about the regulation of glomerular filtration rate}, volume={34}, ISSN={["1043-4046"]}, DOI={10.1152/advan.00012.2010}, abstractNote={ The regulation of the glomerular filtration rate (GFR) is a particularly important and challenging concept for students to integrate into a memorable framework for building further knowledge and solving clinical problems. In this study, 76 first-year veterinary students and 19 veterinarians in clinical specialty training (house officers) participated in separate online exercises to evaluate the use of a computer-animated model of GFR regulation ( www.aamc.org/mededportal ) on learning outcome. Students were randomly allocated to study either the animated model or written materials before completion of a 10-question multiple-choice quiz. House officers completed a 35-question test before and after study of the animated model. Both groups completed a survey about the learning exercise. The ability of the model to enhance learning was demonstrated by a significant improvement ( P < 0.001) in the test performance of house officers after studying the model. The model performed similarly to written materials alone in affecting the subsequent quiz performance of the students. The majority of students and house officers agreed or strongly agreed that the animated model was easy to understand, improved their knowledge and appreciation of the importance of GFR regulation, and that they would recommend the model to peers. Most students [63 of 76 students (83%)] responded that they would prefer the use of the animated model alone over the study of written materials but acknowledged that a combination of hardcopy written notes and the animated model would be ideal. A greater applicability of the model to more advanced students and an introduction in a didactic setting before individual study were suggested by the house officers. The results of this study suggest that the animated model is a useful, effective, and well-received tool for learning and creating a visual memory of the regulatory mechanisms of GFR. }, number={2}, journal={ADVANCES IN PHYSIOLOGY EDUCATION}, author={Gookin, Jody L. and McWhorter, Dan and Vaden, Shelly and Posner, Lysa}, year={2010}, month={Jun}, pages={97–105} }
 @article{gookin_foster_harvey_mcwhorter_2009, title={An Animated Model of Reticulorumen Motility}, volume={36}, ISSN={["0748-321X"]}, url={https://doi.org/10.3138/jvme.36.4.444}, DOI={10.3138/jvme.36.4.444}, abstractNote={ Understanding reticulorumen motility is important to the assessment of ruminant health and optimal production, and in the recognition, diagnosis, and treatment of disease. Accordingly, the teaching of reticulorumen motility is a staple of all veterinary curricula. This teaching has historically been based on written descriptions, line drawings, or pressure tracings obtained during contraction sequences. We developed an animated model of reticulorumen motility and hypothesized that veterinary students would prefer use of the model over traditional instructional methods. First-year veterinary students were randomly allocated to one of two online learning exercises: with the animated model (Group A) or with text and line drawings (Group B) depicting reticulorumen motility. Learning was assessed with a multiple-choice quiz and feedback on the learning alternatives was obtained by survey. Seventy-four students participated in the study, including 38/42 in Group A and 36/36 in Group B. Sixty-four out of 72 students (89%) responded that they would prefer use of the animated model if only one of the two learning methods was available. A majority of students agreed or strongly agreed that the animated model was easy to understand and improved their knowledge and appreciation of the importance of reticulorumen motility, and would recommend the model to other veterinary students. Interestingly, students in Group B achieved higher scores on examination than students in Group A. This could be speculatively attributed to the inclusion of an itemized list of contraction sequences in the text provided to Group B and failure of Group A students to read the text associated with the animations. }, number={4}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Gookin, Jody L. and Foster, Derek M. and Harvey, Alice M. and McWhorter, Dan}, year={2009}, pages={444–450} }
 @article{bristol_mcwhorter_2005, title={Implementing a personal digital assistant (PDA) program in a veterinary college curriculum}, volume={32}, ISSN={["0748-321X"]}, DOI={10.3138/jvme.32.1.117}, abstractNote={INTRODUCTION Technological advances have and will continue to alter the way we live, both professionally and personally. Even clothing design has changed to accommodate cell phones, personal digital assistants (PDAs), MP3 players, CD players, and other devices. One company, Technology Enabled Clothing, has incorporated solar chargers into their ScotteVest to allow daylight charging of electronic devices. They have also incorporated hidden electronic conduits in their clothing designs so that devices can be connected, creating a Personal Area Network.}, number={1}, journal={JOURNAL OF VETERINARY MEDICAL EDUCATION}, author={Bristol, DG and McWhorter, D}, year={2005}, pages={117–120} }