Face-to-face versus online clinically integrated EBM teaching in an undergraduate medical school: a pilot study

2021 ◽  
pp. bmjebm-2021-111776
Author(s):  
Bharathy Kumaravel ◽  
C Stewart ◽  
Dragan Ilic

ObjectivesThe aim of this study was to test the feasibility and effectiveness of two models (face-to-face vs online teaching) of clinically integrating evidence-based medicine (EBM) teaching in an undergraduate medical school.Design and settingA pilot study of face-to-face versus online EBM teaching.ParticipantsThis study focused on undergraduate medical students who entered the University of Buckingham Medical School MBChB course in 2016 (n=65). Of the 65 students, 45 received face-to-face teaching, while 20 received online teaching.Main outcome measuresFeasibility was assessed by the ability to deliver the content, students’ engagement during teaching and their completion rates in formative assessments—Assessing Competency in EBM (ACE) tool, and educational prescriptions (EPs). Effectiveness of teaching for the two models was compared by evaluating students’ performance in the formative assessments and in the summative final professional examination and final year EBM objective structured clinical examination (OSCE).ResultsWe had similar students’ engagement and completion rates in formative assessments in both models. Students receiving face-to-face teaching performed better in EPs (mean difference=−2.28, 95% CI: −4.31 to –0.26). There was no significant difference in performances in the ACE tool (mean difference=−1.02, 95% CI: −2.20 to 0.16); the written final professional exams (mean difference=−0.11, 95% CI: −0.65 to 0.44) and the EBM OSCE station (mean difference=−0.81, 95% CI: −2.38 to 0.74).ConclusionsIt was feasible to deliver both models of clinically integrated EBM teaching. While students in the face-to-face model scored higher in EPs; there was no significant difference between the two models of teaching as measured by performances in the ACE tool or the summative assessments.

Author(s):  
Michael G. McVey

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.


Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.


2021 ◽  
Vol 2 (2) ◽  
pp. 26-34
Author(s):  
Anuradha Yadav ◽  
Manisha Sankhla ◽  
Kavita Yadav

The COVID-19 affects medical education by shifting classroom teaching to online mode, facing numerous challenges, particularly in developing countries, such as internet connectivity, technological issues, mode of assessment. Teachers' perspectives and various challenges affecting the e-learning system during the COVID-19 pandemic require attention to ensure effective learning, so the present study aimed to assess the above objective. After institutional ethical committee approval, a cross-sectional observational study was conducted on teachers (30 responded) of phase-I MBBS via a survey questionnaire. The qualitative data were analyzed using chi-square, with a significance level set < 0.05. The majority of teachers were female (70%) and Generation X (60 %), with an 81 % response rate.  Faculty (53%) had a positive impression of online teaching but preferred face-to-face instructions (67%). With a non-significant difference (p=0.255), the majority of the teaching staff sometimes faces network and technology challenges but satisfies with online teaching and assessments. Faculty prefer traditional classroom learning and assessment as they miss student participation and feedback, with prior e-teaching training and platform privacy but recognized online mode as an alternative during COVID-19. The faculty had a positive attitude towards online teaching but lack face-to-face interaction with students. Internet access, combined with some technical difficulties, posed a challenge in providing high-quality teaching


2021 ◽  
Vol 18 (3) ◽  
pp. 278-297
Author(s):  
Garry John Stevens ◽  
Tobias Bienz ◽  
Nidhi Wali ◽  
Jenna Condie ◽  
Spyros Schismenos

Purpose Following the rapid shift to online learning due to COVID-19, this paper aims to compare the relative efficacy of face-to-face and online university teaching methods. Design/methodology/approach A scoping review was conducted to examine the learning outcomes within and between online and face-to-face (F2F) university teaching programmes. Findings Although previous research has supported a “no significant difference” position, the review of 91 comparative studies during 2000–2020 identified 37 (41%) which found online teaching was associated with better learning outcomes, 17 (18%) which favoured F2F and 37 (41%) reporting no significant difference. Purpose-developed online content which supports “student-led” enquiry and cognitive challenge were cited as factors supporting better learning outcomes. Research limitations/implications This study adopts a pre-defined methodology in reviewing literature which ensures rigour in identifying relevant studies. The large sample of studies (n = 91) supported the comparison of discrete learning modes although high variability in key concepts and outcome variables made it difficult to directly compare some studies. A lack of methodological rigour was observed in some studies. Originality/value As a result of COVID-19, online university teaching has become the “new normal” but also re-focussed questions regarding its efficacy. The weight of evidence from this review is that online learning is at least as effective and often better than, F2F modalities in supporting learning outcomes, albeit these differences are often modest. The findings raise questions about the presumed benefits of F2F learning and complicate the case for a return to physical classrooms during the pandemic and beyond.


2016 ◽  
Vol 17 (4) ◽  
pp. 327-330 ◽  
Author(s):  
CV Anusha ◽  
Amith A Singh ◽  
Babita Sangwan ◽  
M Shilpa ◽  
Akshata G Kamath

ABSTRACT Aim The present study was aimed to assess the transferability of occlusal plane (OP) orientation from the patient to the articulators with the help of two different facebow systems and evaluated with a gold standard. Materials and methods Twenty dentate patients were selected for the study. Two semi-adjustable arcon articulators that are Hanau Wide® Vue using SpringBow and Whip Mix® using quickmount facebow were used in the study. Mean angle between OP to horizontal reference plane obtained from Hanau Wide Vue articulator system (SpringBow using Orbitale as anterior reference point) and Whip Mix articulator system (quickmount facebow using nasion as anterior reference point) was tabulated. These values obtained were further compared with each other and evaluated against cephalometric evidence, which was considered as the gold standard for the study. Descriptive statistics, analysis of variance, Scheffe post hoc analysis for group comparison, and level of significance (P) was calculated using Statistical Package for the Social Sciences version 16 (IBM, New York, USA) software program. Results Intragroup comparison of mean angle OP values showed highly significant difference (p = 0.000). Comparison between Hanau Wide Vue articulator system and Whip Mix articulator system showed statistically highly significant with a mean difference of 10.51° with Hanau system values being lower than Whip Mix system. Difference between Hanau system and cephalometric values were statistically significant with a mean difference of 2.835° and Hanau system consistently recording lower values than cephalometric values. Difference between Whip Mix system and cephalometric values was also statistically significant with a mean difference of 7.680° with group 2 values were on average 7.680° higher than group 3. Conclusion Within the limitations of this study, the Hanau system and Whip Mix system showed significant difference in reproduction of angle between OP and horizontal reference plane. Hanau articulator system showed closer values to that of cephalometric values in comparison with Whip Mix articulator system. Clinical significance Orientation of the maxillary cast in an articulator is a crucial part of several techniques used in dentistry. Orientation of maxillary cast in the articulator acts as a baseline from which further steps for occlusal rehabilitation of the patients are carried out. Recording and transferring of the occlusal cant to articulators require facebow. How to cite this article Anusha CV, Singh AA, Sam G, Sangwan B, Shilpa M, Kamath AG. Evaluation of Two Facebow/Semi-adjustable Articulator Systems for Orienting Maxillary Cast on Articulators: A Pilot Study. J Contemp Dent Pract 2016;17(4):327-330


2020 ◽  
Vol 26 (1) ◽  
Author(s):  
Alain Kabongo Tshiala ◽  
Mohamed Haffejee ◽  
Marietha Nel

Abstract Background This University Medical School offers a 6-year MBBCh programme, of which the fifth year consists of seven blocks of 6 weeks each of which 2 weeks are mixed rotations in specialities such as ophthalmology, ear–nose–throat and urology. The purpose of the study was to assess the current urology knowledge and skills confidence amongst undergraduate medical students regarding urological diagnostic and therapeutic procedures, in order to evaluate the current curriculum for possible need of improvement. Methods This was a qualitative survey of 250 fifth-year medical students from September 2019 to February 2020. The survey was conducted by means of a questionnaire consisting of two parts: The first component covered the students perceptions of the urology rotation, and the second component contained the students self-evaluations. The aim of the study was to evaluate students perceptions of the current urology curriculum and to assess the possible need for improvement in urological knowledge and skill. Results Of 250 (100%) voluntary participants, 159 (63.6%) were female and 91(36.4%) were male. The majority of students considered their urology knowledge on lithiasis/stone disease and erectile dysfunction sufficient and were comfortable with male catheterisation. Voiding dysfunction, paediatric urology and uro-oncology were the subjects students commonly expressed a deficit in. There was a statistical significant difference in females having a more positive attitude to urology, than males (p = 0.02). No statistical significant difference in attitude to urology was found between students who rotated in one center opposed to students who rotated in another center. Indeed, the majority of students had a negative attitude to urology at the end of the mixed block rotations regardless of the training location. Unattractivity and lack of knowledge were the most common reasons for not choosing urology as a career. Conclusion The study reveals a need for improvement in basic urological knowledge and skills during the mixed block rotation. A more practical curriculum, taking into account: bedside teachings, attendance of urological clinics and more exposure to urological patients, are some suggestions to be considered in improving the urological educational curriculum.


2021 ◽  
Author(s):  
Sateesh Babu Arja ◽  
Samir Fatteh ◽  
Sailaja Nandennagari ◽  
Sai Sarath Kumar Pemma ◽  
Kumar Ponnusamy ◽  
...  

Abstract BackgroundCOVID-19 pandemic has required a major and rapid shift in teaching and training methods across health professions education. Physical distancing and closure of campuses required online teaching to replace face-to-face teaching. This study aims to investigate if online teaching implemented in the first two years of the medical school at Avalon University School of Medicine is serving the purpose during the COVID-19 pandemic. MethodsThis is a concurrent mixed research method. The quantitative data collected are course evaluations and students’ performance in assessments between the two semesters September 2019 and May 2020, which had on-campus and online teaching, respectively. Qualitative data were collected using individual interviews of 19 faculty members and students. The quantitative data were analyzed for p-values and statistical significance using a t-test. The qualitative data were analyzed using thematic analysis. ResultsResults have shown no statistically significant difference (p<0.05) between two semesters for course evaluations. Even if there is any difference, the mean values were better in May 2020 semester with online teaching. There was no statistically significant difference (p<0.05) even on students’ performance in assessments except for two courses. The thematic analysis of interviews revealed the advantages and disadvantages of online teaching. ConclusionsOnline teaching is serving the purpose in the first two years of the medical school during the COVID-19 pandemic. The advantages of online teaching are flexibility and comfort, and students can save time. The disadvantages are technical challenges, students lacking motivation, lack of personal interaction, and limitations on lab and hands-on experiences.


2021 ◽  
Author(s):  
Priyantha Julian Perera ◽  
Mithila Manjaree Rajakaruna ◽  
Prabash Sandeep Perera

Abstract Background: Along with all other human activities, education at all levels has been severely curtailed by the Covid 19 pandemic. Most educational institutions responded to this challenge by shifting their teaching activities from the traditional ‘in-person’ teaching to the ‘online’ platform. Though ‘online teaching’ has been around for some time, it was a novelty at many educational settings. This novelty was eagerly embraced by most of the students, but with time, especially in recourse limited settings student opinion might have altered. This study from a newly established medical school in Sri Lanka, discuss the student perceptions comparing ‘in-person’ vs ‘online’ teaching.Methods: A descriptive cross sectional study was conducted at the Medical faculty of Wayamba University of Sri Lanka, between 01.08. 21 and 31.08.21. Medical students currently studying in second and third years, had experienced both ‘in-person’ and ‘online teaching’. They were sent a questionnaire, in the form of a google form. Questionnaire compared ‘in-person’ vs ‘online’ teaching, with regard to different aspects of teaching and teacher- students interactions. Z score for comparing proportions was used to assess statistical significance, which was set at 95% confidant level.Results: Out of 145 google forms sent out, 133 were returned fully completed. Irrespective of the mode of delivery of lessons, there was no significant difference in student’s student active participation or ability to understand contents. However, attendance at lessons, ability to focus during a lessons, and teacher’s enthusiasm during the activity were perceived significantly higher during ‘in-person’ teaching compared to online teaching. A statistically significant number of students had a better overall impression about ‘in-person’ teaching than ‘online’ teaching. However, majority of students preferred online teaching to continue along with ‘in-person’ teaching as a highbred system.Conclusions: Majority of students wanted ‘online’ teaching to continue even after pandemic is over, though there are some shortcomings related to ‘online’ teaching. Educational institutions should constantly evaluate their online teaching program to identify the strengths and shortcomings. Regular student and teacher feedback will be useful in this regard. A highbred system of education, combining online and in-person teaching is recommended for the future.


2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Muhammad Sajid Mehmood ◽  
Wajahat Sultan Baig ◽  
Sadia Azam Khan Baig ◽  
Fauzia Khan ◽  
Shakil Ahmad Awan ◽  
...  

ABSTRACT: Objective: In this study the perceptive of undergraduate medical students regarding e-learning were explored in the MBBS students across various medical colleges in Pakistan during COVID pandemic. Study type, settings and duration: It was descriptive study conducted as multisite survey in medical students of Pakistan. The study was conducted from 1st October to 30th October 2020. Methodology: A questionnaire was developed and disseminated via what’s app to MBBS students of medical institutes in Pakistan. The data was cleaned and study sample was selected from ten medical colleges with maximum response rates. The responses of 10 students from each professional year were selected randomly for even distribution of students in the MBBS course. Out of 500 students, 492 students’ replied with valid data. The percentages of the responses were calculated and data was analyzed graphically. Results: The mean age of respondents was 22± 2.1. 64.4% of respondents were female and 43.6% male. Only 5 % of total students were of the opinion that online teaching was good substitute for learning than face to face sessions. 43% students responded that ZOOM software was major platform used for e-learning during lockdown. Internet connectivity was the major hurdle in e-learning and health issues in family (27%) was major stress factor. 31% students responded that online classes were not effective and 29 % responded that they were about 25 % effective while 21% were of the opinion that these were 50% effective as compared to face to face campus learning. Conclusion: The perception of medical students regarding online teaching was not promising in our study. Most of the indicators were negative.


2021 ◽  
pp. 297-301
Author(s):  
Dibya Sundar Panda ◽  
Mohammed Gamal ◽  
Ameeduzzafar Zafar ◽  
Della Grace Thomas Parambi ◽  
Aswini Kumar Senapati ◽  
...  

Introduction: Technology is a proven teaching aid, and online teaching has facilitated teaching across borders; however although technology has been proved to be an effective teaching aid, it cannot replace a teacher. There are many reports that discuss the constraints of only using online classes, as a result the use of both online and face to face classes has been advocated. The COVID-19 pandemic, however, has forced teachers and lecturers to rely solely on online classes. Methods: The authors conducted a survey among the teachers and students of selected schools in India and in the Kingdom of Saudi Arabia to assess their experiences of the effectiveness of online teaching over traditional classroom teaching; the possible ways to improve the teaching and learning experiences; and to find innovative ways and means that can make online teaching more effective. The responses were then represented as percentages, and statistical analysis was conducted to find the degree of agreement. Conclusion: Some degree of agreement regarding focus in lectures, interactions and summative online assessments was found between students and faculties. Internet speed and technical issues were revealed to be the main constraints of this format, whereas flexibility, availability of content for revision, and fewer distractions were the positive features. The majority of the students and faculty felt that online teaching could not replace traditional face-to-face teaching. The use of animated and video content would help students’ understanding and retention of topics. Frequent summative and formative assessments are vital to draw attention, help with retention and address the issues relating to learning and teaching.


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