In terms of the reasons for podcast use, and student perceptions of their usefulness, the data shown here are consistent with the published data from other student groups in terms of their usefulness as both a learning tool [ 24], and for revision [ 25, 32].
Survey data, which was collected from 44 of these students, investigated patterns of/reasons for podcast use and perceived usefulness of podcasts as a learning tool.
On completion of their first year, students were asked to complete a survey which investigated the frequency of their podcast use, reasons for use and their perception of the usefulness of podcasts as a learning tool.
Secondly, the usefulness of a learning object is not based on learners' rating as done in most recommender systems.
So, there is wide use of the consensus model despite a lack of strong evidence to support its usefulness as a predictor of student learning.
Students were also asked to rate their perception of the usefulness of the pharmacology podcasts as a learning tool, as a revision aid, and in terms of promoting understanding of course materials on a scale of 1-5 ranging from 'very useful' to 'very unhelpful'.
Errors can be seen as salient events because of their infrequent occurrence and their usefulness as imperative learning signals, since in the presence of an unwanted self-produced response error, an internal monitoring signal has to be generated, timely informing the organism of behavioral changes that need to be made.
The first reports of the use of student portfolios in clinical settings to evaluate student acquisition of clinical skills came from nursing schools, which demonstrated their usefulness as an efficient evaluation tool and learning method [ 11].
Approach it as a learning experience.
In terms of students' perceptions of the usefulness of the pharmacology podcasts, the vast majority of respondents rated the podcasts as very helpful or helpful as a revision tool, as a learning tool, and as a tool for promoting their understanding of pharmacology.
