Evaluating Statistical and Informatics Competencies in Medical Students in a Blended Learning Course

2020 ◽  
pp. 76-85
Author(s):  
Vincenza Cofini ◽  
Pierpaolo Vittorini
Keyword(s):  
Medical Students ◽  
Blended Learning

scholarly journals Changing Attitudes towards Occupational Medicine with Blended Learning Methods Is Possible among Medical Students in Spain: A Longitudinal Study

2022 ◽  
Vol 19 (2) ◽  
pp. 878
Author(s):  
Isabel Iguacel ◽  
Begoña Abecia ◽  
José Luis Bernal ◽  
Begoña Martínez-Jarreta
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Blended Learning ◽  
Occupational Medicine ◽  
Teaching Method ◽  
Professional Performance ◽  
Face To Face ◽  
La Mancha ◽  
Before And After ◽  
Changing Attitudes

Medical students generally express a low interest in Occupational Medicine. We aimed to assess the attitudes and changes in attitudes of students towards this area after completing a course on Occupational Medicine in two Medical Universities in Spain (Zaragoza and Castilla-La Mancha). The teaching method included blended learning as a model that used online virtual patient platforms (CASUS) and/or EMUTOM, as well as traditional methods such as face-to-face teaching. A total of 526 students (98 of whom attended the University of Castilla-La Mancha) participated during three academic years (2015–2016, 2016–2017 and 2017–2018). The validation of the questionnaire was carried out using reliability, exploratory and confirmatory factor analysis. For the analysis of internal consistency and discrimination, Cronbach’s alpha was used. The adequacy of the factor analysis was measured by means of KMO, and a correlation matrix was examined by means of Bartlett’s test of sphericity. To identify differences between students before and after completing the course, the Mann–Whitney U-test for independent samples was used. Our results show that despite a negative or neutral attitude towards Occupational Medicine, the acquisition of competences and skills in this area and their training were recognized as fundamental for their future professional performance as doctors in any specialty.

scholarly journals DisasterSISM: A Multi-Level Blended Learning Program in Disaster Medicine for Medical Students

2019 ◽  
Vol 34 (s1) ◽  
pp. s83-s83
Author(s):  
Luca Ragazzoni ◽  
Andrea Conti ◽  
Marta Caviglia ◽  
Fabio Maccapani ◽  
Francesco Della Corte
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Blended Learning ◽  
Health Professionals ◽  
Disaster Response ◽  
Medical Schools ◽  
Disaster Medicine ◽  
Basic Knowledge ◽  
Learning Program ◽  
Final Exam

Introduction:Disaster medicine has been identified as a fundamental discipline for health professionals. In Italy, the role of physicians during disaster response is officially recognized by the Italian Code of Medical Ethics and by the Ministry of Education. Nevertheless, few Italian medical schools include this discipline in their curricula.Aim:With the aim of teaching basic knowledge of disaster medicine to Italian medical students, Research Center in Emergency and Disaster Medicine (CRIMEDIM) and Italian Medical Students’ Association (SISM) developed DisasterSISM, a nationwide training project in disaster medicine.Methods:DisasterSISM consists of three courses: Basic, Advanced, and Train-of-Trainers (ToT). The Basic courses are managed by medical students who are trained during the one-week intense ToT. All courses are delivered using innovative training methodologies, such as e-learning, peer education, table-top exercises, and virtual reality simulations.Results:From 2012 to 2018, a total of 122 courses (111 Basic, 5 Advanced, and 6 ToT) have been delivered. DisasterSISM reached 37 out of 45 Italian medical schools, training more than 2,500 students. A survey conducted after the end of each course showed that participants considered the knowledge in Disaster Medicine essential for their future profession, regardless of the specialty chosen. Students also expressed their appreciation about the blended-learning approach, with a predilection for virtual reality simulations. The comparison between the entrance and the final exam scores showed a significant increase in knowledge.Discussion:In six years, DisasterSISM reached the majority of Italian medical schools, providing disaster medicine knowledge to hundreds of undergraduates. Considering the fast growth and diffusion of the project, the significant increase of knowledge, and the positive feedback received from participants, we suggest that the DisasterSISM model be implemented in other countries to widely disseminate information about prevention and disaster preparedness among medical students and health professionals.

scholarly journals Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice?

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Bela Turk ◽  
Sebastian Ertl ◽  
Guoruey Wong ◽  
Patricia P. Wadowski ◽  
Henriette Löffler-Stastka
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Procedural Knowledge ◽  
Performance Outcomes ◽  
Multiple Choice Questions ◽  
Study Objective ◽  
Learning Platform ◽  
Case Based Learning ◽  
Case Based ◽  
Knowledge In Practice

Abstract Background Case-Based Learning (CBL) has seen widespread implementation in undergraduate education since the early 1920s. Ample data has shown CBL to be an enjoyable and motivational didactic tool, and effective in assisting the expansion of declarative and procedural knowledge in academia. Although a plethora of studies apply multiple choice questions (MCQs) in their investigation, few studies measure CBL or case-based blended learning (CBBL)-mediated changes in students’ procedural knowledge in practice or employ comparison or control groups in isolating causal relationships. Methods Utilizing the flexibilities of an e-learning platform, a CBBL framework consisting of a) anonymized patient cases, b) case-related textbook material and online e-CBL modules, and c) simulated patient (SP) contact seminars, was developed and implemented in multiple medical fields for undergraduate medical education. Additionally, other fields saw a solo implementation of e-CBL in the same format. E- cases were constructed according to the criteria of Bloom’s taxonomy. In this study, Objective Structured Clinical Examination (OSCE) results from 1886 medical students were analyzed in total, stratified into the following groups: medical students in 2013 (n = 619) before CBBL implementation, and after CBBL implementation in 2015 (n = 624) and 2016 (n = 643). Results A significant improvement (adjusted p = .002) of the mean OSCE score by 1.02 points was seen between 2013 and 2015 (min = 0, max = 25). Conclusion E-Case-Based Learning is an effective tool in improving performance outcomes and may provide a sustainable learning platform for many fields of medicine in future.

Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students

2020 ◽  
Author(s):  
Chitra Nagaraj ◽  
Shyamala Bhadravathi Yadurappa ◽  
Lakshmi Trikkur Anantharaman ◽  
Yogitha Ravindranath ◽  
Nachiket Shankar
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Radiological Anatomy

Online, blended learning materials in psychiatry for medical students and trainees

2012 ◽  
Vol 20 (5) ◽  
pp. 445-446 ◽  
Author(s):  
Anna Chur-Hansen ◽  
Peter Devitt ◽  
Shona Crabb ◽  
Edward Palmer ◽  
Neville De Young
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Learning Materials

scholarly journals THE EFFECT OF BLENDED LEARNING ON THE MOTIVATION OF ARABIAN GULF UNIVERSITY MEDICAL STUDENTS` TOWARDS LEARNING

2017 ◽  
Author(s):  
Rafa Ahmed Bin Ali ◽  
◽  
Alajab Mohammed Alajab Ismail ◽  
Tayseer Mohammed Alkhazali ◽  
Adla Bakri Hassan ◽  
...  
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Arabian Gulf

scholarly journals BLENDED LEARNING AS A METHOD FOR IMPROVING STUDENTS’ ACHIEVEMENT IN DERMATOTHERAPY: A PRELIMINARY STUDY

2020 ◽  
Vol 9 (3) ◽  
pp. 249
Author(s):  
Sri Linuwih Menaldi ◽  
Hanny Nilasari ◽  
Githa Rahmayunita ◽  
Siti Farida ◽  
Nanda L. Prasetya
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Test Score ◽  
Learning Objectives ◽  
Learning Activities ◽  
Bivariate Analysis ◽  
Learning Method ◽  
Face To Face ◽  
Post Test ◽  
E Learning

Background: Dermatotherapy is an important topic in Dermatology and Venereology module. The time allocated for dermatotherapy topic is limited, so that the development of learning method is needed to achieve the learning objectives. Blended learning is a combination of e-learning and face to face lecture session. This method is often used when there is less time available for lecturing and limited number of teachers. This learning method is expected to be more effective and efficient for the students and also the teachers. This study was conducted to examine the effectiveness of blended learning method used in dermatotherapy topic, and to identify the obstacle of using this method. Methods: This study is a cross sectional study, using quantitative and qualitative approach, involving 22 fifth-year medical students of Faculty of Medicine Universitas Indonesia who enrolled in dermatology and venereology module. We collected data from questionnaire, pre and post-test, and feedback from the students. Comparison of pre-test and post-test results were analysed using paired T test, and followed by bivariate test of students’ characteristic, gadget usage and e-learning activities associated with the increased post-test score.Results: An increased in post-test score was found to be statistically significant (p<0.05). Approximately 95,4% of students passed the final exam on the dermatotherapy subject. Bivariate analysis revealed that the number of gadgets owned, digital usage and e- learning activities did not have a significant effect on the post-test score. Based on the students’ feedback, blended learning had a positive impact on helping their learning process; however, the materials of e-learning must be interactive, informative and comprehensive. Face-to-face lecture is still an important component in learning hence it is irreplaceable. Conclusion: Blended learning is an effective method of learning and should be considered if there is limitation of lecture time and number of teachers available. By using this method, medical students are more flexible in their study and it can be adjusted to their own learning style hence heling them understand better. Further development and improvement are needed for this method as to achieve the learning objectives.  Keywords: blended learning, dermatotherapy, medical students

scholarly journals Effectiveness of blended learning versus lectures alone on ECG analysis and interpretation by medical students

2020 ◽  
Author(s):  
Charle Andre Viljoen ◽  
Rob Scott Millar ◽  
Kathryn Manning ◽  
Vanessa Celeste Burch
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Web Application ◽  
Deliberate Practice ◽  
Clinical Clerkship ◽  
Post Intervention ◽  
Meaningful Improvement ◽  
Ecg Analysis ◽  
Diagnostic Uncertainty ◽  
Conventional Teaching

Abstract Background Most medical students lack confidence and are unable to accurately interpret ECGs. Thus, better methods of ECG instruction are being sought. Current literature indicates that the use of e-learning for ECG analysis and interpretation skills (ECG competence) is not superior to lecture-based teaching. We aimed to assess whether blended learning (lectures supplemented with the use of a web application) resulted in better acquisition and retention of ECG competence in medical students, compared to conventional teaching (lectures alone). Methods Two cohorts of fourth-year medical students were studied prospectively. The conventional teaching cohort (n=67) attended four hours of interactive lectures, covering the basic principles of Electrocardiography, waveform abnormalities and arrhythmias. In addition to attending the same lectures, the blended learning cohort (n=64) used a web application that facilitated deliberate practice of systematic ECG analysis and interpretation, with immediate feedback. All participants completed three tests: pre-intervention (assessing baseline ECG competence at start of clinical clerkship), immediate post-intervention (assessing acquisition of ECG competence at end of six-week clinical clerkship) and delayed post-intervention (assessing retention of ECG competence six months after clinical clerkship, without any further ECG training). Diagnostic accuracy and uncertainty were assessed in each test. Results The pre-intervention test scores were similar for blended learning and conventional teaching cohorts (mean 31.02±13.19% versus 31.23±11.52% respectively, p=0.917). While all students demonstrated meaningful improvement in ECG competence after teaching, blended learning was associated with significantly better scores, compared to conventional teaching, in immediate (75.27±16.22% vs 50.27±17.1%, p<0.001; Cohen’sd=1.58), and delayed post-intervention tests (57.70±18.54% vs 37.63±16.35%, p<0.001; Cohen’s d=1.25). Although diagnostic uncertainty decreased after ECG training in both cohorts, blended learning was associated with better confidence in ECG analysis and interpretation. Conclusion Blended learning achieved significantly better levels of ECG competence and confidence amongst medical students than conventional ECG teaching did. Although medical students undergo a significant attrition of ECG competence without ongoing training, blended learning also resulted in better retention of ECG competence than conventional teaching. Web applications encouraging a stepwise approach to ECG analysis and enabling deliberate practice with feedback may, therefore, be a useful adjunct to lectures for teaching Electrocardiography.

scholarly journals Effectiveness of Blended Learning versus Lectures alone on ECG Analysis and Interpretation by Medical Students

2020 ◽  
Author(s):  
Charle Andre Viljoen ◽  
Rob Scott Millar ◽  
Kathryn Manning ◽  
Vanessa Celeste Burch
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Web Application ◽  
Deliberate Practice ◽  
Clinical Clerkship ◽  
Post Intervention ◽  
Ecg Analysis ◽  
Cohen’S D ◽  
Conventional Teaching ◽  
Cohen's D

Abstract Background Most medical students lack confidence and are unable to accurately interpret ECGs. Better methods of ECG instruction are therefore being sought. Current literature indicates that the use of e-learning for ECG analysis and interpretation skills (ECG competence) is not superior to lecture-based teaching. We aimed to assess whether blended learning (lectures supplemented with the use of a web application) resulted in better acquisition and retention of ECG competence in medical students, than with conventional teaching (lectures alone). Methods Two cohorts of fourth-year medical students were studied prospectively. The conventional teaching cohort (n=67) attended four hours of interactive lectures, covering the basic principles of Electrocardiography, waveform abnormalities and arrhythmias. In addition to attending the same lectures, the blended learning cohort (n=64) used a web application that facilitated deliberate practice of ECG analysis and interpretation, with structured feedback. All participants completed three tests: pre-intervention (assessing baseline ECG competence at start of clinical clerkship), immediately post-intervention (assessing acquisition of ECG competence at end of six-week clinical clerkship) and delayed post-intervention (assessing retention of ECG competence six months after clinical clerkship, without any further ECG training). Diagnostic accuracy and uncertainty were assessed in each test. Results The pre-intervention test scores were similar for blended learning and conventional teaching cohorts (mean 31.02±13.19% versus 31.23±11.52% respectively, p=0.917). While all students demonstrated meaningful improvement in ECG competence after teaching, blended learning was associated with significantly better scores, compared to conventional teaching, in immediate (75.27±16.22% vs 50.27±17.1%, p<0.001; Cohen’s d =1.58), and delayed post-intervention tests (57.70±18.54% vs 37.63±16.35%, p<0.001; Cohen’s d =1.25). Although diagnostic uncertainty decreased after ECG training in both cohorts, blended learning was associated with better confidence in ECG analysis and interpretation. Conclusion Blended learning was superior in teaching ECG analysis and interpretation skills to medical students and achieved better levels of ECG competence and confidence than conventional lectures. Although medical students undergo a significant attrition of ECG competence without ongoing training, blended learning also resulted in better retention of ECG competence than conventional teaching. Web applications enabling deliberate practice with structured feedback may therefore be a useful adjunct to lectures for teaching Electrocardiography.

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