scholarly journals Comparing The Effectiveness of Blended Learning and Traditional Learning in An Orthopedics Course.

2021 ◽  
Author(s):  
Sitthiphong Suwannaphisit ◽  
Chirathit Anusitviwat ◽  
Pakjai Tuntarattanapong ◽  
Chaiwat Chuaychoosakoon
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Assessment Tools ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Grade Point ◽  
Learning Group ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Blended Teaching

Abstract Background The ongoing Covid-19 pandemic is driving medical schools to replace substantial parts of the traditional lecture method with online formats to maintain social distancing guidelines, and reduce face-to-face contact in the classroom. To our knowledge, there were a few studies comparing the effectiveness of traditional teaching and blended teaching based on the students’ final grades which the efficacy of online learning is still controversy. This study aims to compare the efficacy of blended teaching and conventional teaching in an orthopedics course. Methods This study was a retrospective cohort study which collected from fifth-year medical students between April 2019 and March 2021. The students were divided into two groups which based on years of education. The summative assessment was based on summing the MCQs plus KFs, the MEQ plus oral exam, OSCE, simulated-chart of patients, and OPD. All students were subjected to the same end of course quizzes with no difference between the groups regarding the kinds of knowledge tested. The results of these quizzes were used to compare the effectiveness of the conventional teaching in 2019 and the blended teaching in 2020. The paired t-test was used to analyze the data. Results A total of 252 students were enrolled in this study, of whom 128 and 124 patients were in traditional teaching group or blended teaching, respectively. The grade point averages of the students were 3.2 ± 0.4 and 3.3 ± 0.4 in 2019–2020 and 2020–2021, respectively, without significant difference (p = 0.06). The scores in blended learning group were higher than in the traditional learning group in all assessment tools (MCQ, KF, Oral, and OSCE scores) except the MEQ. Conclusions Blended learning was as effective as traditional learning for teaching medical students. However, well-designed, randomized controlled trials are needed to further analyze the educational structure and investigate the factors related to the effectiveness of this type of learning.

The Learning Effect of Using a Blended Learning Design in K12 Science Teaching

2013 ◽  
pp. 402-425
Author(s):  
Paul-Erik Lillholm Rosenbaum ◽  
Øyvind Mikalsen ◽  
Otto Grahl-Nielsen
Keyword(s):  
Blended Learning ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Design ◽  
Learning Approaches ◽  
Web Based ◽  
Subject Field ◽  
Learning Group ◽  
Significant Difference ◽  
Authentic Classroom

In seven experiments, two learning conditions were assessed: a blended learning design against traditional instruction. 135 K12 science students were assigned to either a blended learning approach or to traditional learning instructions in authentic classroom settings. The students participated in one of two topics in the subject field of chemistry. All participants were randomly assigned within each classroom to one of two conditions: 1) an experimental blended learning group having teacher lecture plus Web-based multimedia; 2) a control group with traditional instructions having teacher lecture plus text and diagram. On subsequent retention and transfer tests, the blended learning group performed significantly better on retention in two of seven comparisons, and there was no significant difference in the rest. The challenge that lies ahead is to identify the characteristics of effective blended learning approaches for this type of learning programme. Recommendations for further research are made.

The Learning Effect of Using a Blended Learning Design in K12 Science Teaching

2013 ◽  
pp. 1324-1341
Author(s):  
Paul-Erik Lillholm Rosenbaum ◽  
Øyvind Mikalsen ◽  
Otto Grahl-Nielsen
Keyword(s):  
Blended Learning ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Design ◽  
Learning Approaches ◽  
Web Based ◽  
Subject Field ◽  
Learning Group ◽  
Significant Difference ◽  
Authentic Classroom

In seven experiments, two learning conditions were assessed: a blended learning design against traditional instruction. 135 K12 science students were assigned to either a blended learning approach or to traditional learning instructions in authentic classroom settings. The students participated in one of two topics in the subject field of chemistry. All participants were randomly assigned within each classroom to one of two conditions: 1) an experimental blended learning group having teacher lecture plus Web-based multimedia; 2) a control group with traditional instructions having teacher lecture plus text and diagram. On subsequent retention and transfer tests, the blended learning group performed significantly better on retention in two of seven comparisons, and there was no significant difference in the rest. The challenge that lies ahead is to identify the characteristics of effective blended learning approaches for this type of learning programme. Recommendations for further research are made.

scholarly journals Assessment of knowledge, attitude and skills towards e-learning in first year medical students

2019 ◽  
Vol 7 (11) ◽  
pp. 4119 ◽  
Author(s):  
Monali Hiwarkar ◽  
Onjal Taywade
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Impact ◽  
First Year ◽  
First Year Students ◽  
Learning Modalities ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Education In India ◽  
E Learning

Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

scholarly journals The Effect Of Blended Learning Approach On Fifth Grade Students’ Academic Achievement In My Beautiful Language Textbook And The Development Of Their Verbal Creative Thinking In Saudi Arabia

2015 ◽  
Vol 11 (4) ◽  
pp. 253-260
Author(s):  
Feras Mohammed Al-Madani
Keyword(s):  
Blended Learning ◽  
Creative Thinking ◽  
Study Groups ◽  
Thinking Skills ◽  
Fifth Grade ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Approach ◽  
Fifth Grade Students ◽  
Significant Difference

This study aims at investigating the effect of Blended Learning approach compared to the traditional learning approach on fifth grade students’ achievement in My Beautiful Language Textbook and the development of their verbal creative thinking. The study consisted of 49 students among which 25 are males in the Experimental Group and 24 females in the Control Group. The study found a statistical significant difference (α ≤ 0.05) between the mean scores of the two study groups in achievement posttest and verbal creative thinking post application test. The experiment group which was taught using the blended approach of learning outperformed the Control Group in both tests. Thus, learning My Beautiful Language Textbook using the blended approach is more effective than the traditional method in terms of achievement and the development of verbal creative thinking skills. In light of this, the study recommends the adoption of blended approach in learning My Beautiful Language Textbook, the curriculum computerization, holding series of training courses, and workshops for teachers in school districts on how to effectively implement the blended approach. 

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.

scholarly journals Effectiveness of Digital Education on Communication Skills Among Medical Students: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

10.2196/12967 ◽  
2019 ◽  
Vol 21 (8) ◽  
pp. e12967 ◽  
Author(s):  
Bhone Myint Kyaw ◽  
Pawel Posadzki ◽  
Sophie Paddock ◽  
Josip Car ◽  
James Campbell ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Effect Size ◽  
Meta Analysis ◽  
Traditional Learning ◽  
Digital Education ◽  
Significant Difference ◽  
Small Effect Size ◽  
Quality Evidence

Background Effective communication skills are essential in diagnosis and treatment processes and in building the doctor-patient relationship. Objective Our aim was to evaluate the effectiveness of digital education in medical students for communication skills development. Broadly, we assessed whether digital education could improve the quality of future doctors’ communication skills. Methods We performed a systematic review and searched seven electronic databases and two trial registries for randomized controlled trials (RCTs) and cluster RCTs (cRCTs) published between January 1990 and September 2018. Two reviewers independently screened the citations, extracted data from the included studies, and assessed the risk of bias. We also assessed the quality of evidence using the Grading of Recommendations, Assessment, Development, and Evaluations assessment (GRADE). Results We included 12 studies with 2101 medical students, of which 10 were RCTs and two were cRCTs. The digital education included online modules, virtual patient simulations, and video-assisted oral feedback. The control groups included didactic lectures, oral feedback, standard curriculum, role play, and no intervention as well as less interactive forms of digital education. The overall risk of bias was high, and the quality of evidence ranged from moderate to very low. For skills outcome, meta-analysis of three studies comparing digital education to traditional learning showed no statistically significant difference in postintervention skills scores between the groups (standardized mean difference [SMD]=–0.19; 95% CI –0.9 to 0.52; I2=86%, N=3 studies [304 students]; small effect size; low-quality evidence). Similarly, a meta-analysis of four studies comparing the effectiveness of blended digital education (ie, online or offline digital education plus traditional learning) and traditional learning showed no statistically significant difference in postintervention skills between the groups (SMD=0.15; 95% CI –0.26 to 0.56; I2=86%; N=4 studies [762 students]; small effect size; low-quality evidence). The additional meta-analysis of four studies comparing more interactive and less interactive forms of digital education also showed little or no difference in postintervention skills scores between the two groups (SMD=0.12; 95% CI: –0.09 to 0.33; I2=40%; N=4 studies [893 students]; small effect size; moderate-quality evidence). For knowledge outcome, two studies comparing the effectiveness of blended online digital education and traditional learning reported no difference in postintervention knowledge scores between the groups (SMD=0.18; 95% CI: –0.2 to 0.55; I2=61%; N=2 studies [292 students]; small effect size; low-quality evidence). The findings on attitudes, satisfaction, and patient-related outcomes were limited or mixed. None of the included studies reported adverse outcomes or economic evaluation of the interventions. Conclusions We found low-quality evidence showing that digital education is as effective as traditional learning in medical students’ communication skills training. Blended digital education seems to be at least as effective as and potentially more effective than traditional learning for communication skills and knowledge. We also found no difference in postintervention skills between more and less interactive forms of digital education. There is a need for further research to evaluate the effectiveness of other forms of digital education such as virtual reality, serious gaming, and mobile learning on medical students’ attitude, satisfaction, and patient-related outcomes as well as the adverse effects and cost-effectiveness of digital education.

Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

2021 ◽  
pp. 1-13
Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Student Performance ◽  
Clinical Education ◽  
Teaching Method ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Learning Program ◽  
Face To Face ◽  
Significant Difference

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.

scholarly journals Blended teaching versus traditional teaching for undergraduate physiotherapy students at the University of the Witwatersrand

2021 ◽  
Vol 77 (1) ◽  
Author(s):  
Sadiya Ravat ◽  
Paula Barnard-Ashton ◽  
Monique M. Keller
Keyword(s):  
Blended Learning ◽  
Student Perceptions ◽  
Clinical Performance ◽  
Performance Outcomes ◽  
Health Science ◽  
Cross Sectional ◽  
Face To Face ◽  
Significant Difference ◽  
Physiotherapy Students ◽  
Blended Teaching

Background: Shifting from face-to-face teaching to incorporating technology may prepare students better for future work as health professionals. Evidence of blended teaching’s effect on the academic performance of undergraduate physiotherapy students’ performance is scarce.Objective: The purpose of our study was to determine students’ theoretical and clinical performance in a blended teaching module compared to their own performance in two knowledge areas taught face to face, and student perceptions of blended teaching in the third-year physiotherapy curriculum.Methods: The cross-sectional study design included 47 third-year physiotherapy students. The orthopaedic module was delivered using a blended teaching approach in two consecutive semesters, whilst two other physiotherapy knowledge areas, neuromusculoskeletal and cardiopulmonary, in the same semesters were delivered face to face. Theoretical and clinical performances of students were compared for significance and effect. Students were assessed on their theoretical and clinical knowledge in all areas using the same assessment methods. The students (n = 43) also completed a survey on their blended teaching experience.Results: Significantly higher theoretical marks for orthopaedics were calculated compared to neuromusculoskeletal and cardiopulmonary for both semesters with a large positive effect (average Cohen d = 4.44) for blended teaching on theoretical examination performance; no statistically significant difference for clinical performances. Students felt engaged in the blended teaching process, and 72% preferred blended teaching over face-to-face teaching or online delivery.Conclusion: Blended teaching improved the theoretical marks, demonstrating that knowledge acquisition was improved, but not clinical performance.Clinical implications: The study contributes to the knowledge base of blended learning in Health Science Education in South Africa. The authors identified a gap where future studies should investigate the effect of blended learning on clinical performance outcomes as a continuation from this one.

scholarly journals Effect of using Blended Learning Method on Final Year Students of BAMS to Learn Shalyatantra

2021 ◽  
pp. 129-134
Author(s):  
Pooja Shrivastav ◽  
Babaji Ghewade ◽  
Shweta Parwe ◽  
Devyani Dasar
Keyword(s):  
Blended Learning ◽  
Teaching Method ◽  
Traditional Learning ◽  
Learning Method ◽  
Face To Face ◽  
Conventional Teaching ◽  
E Learning ◽  
Group A ◽  
Face To Face Learning ◽  
Group B

Background: E – learning has been considered as one the most up-to-date learning techniques, which come with a slew of benefits like it allows worker to be trained, educated etc and negative aspect like dependence on technology, a lack of motivation, and a lack of human touch. Blended learning, on the other hand, is a mix of online and face-to-face learning. The aim of this study is to compare the efficacy of blended learning to traditional learning. Aim and Objectives: To study the effect of Blended learning method on Final year BAMS students in comparison with conventional teaching method to learn Shalyatantra. Methodology: The Final year BAMS students of MGAC.H & RC will be selected for the study and equally divided in two equal groups i.e A and B. ‘Kshar Karma’ will be taken as study topic. In Group A, topic will be taught by Conventional method while in Group B it will be taught by Blended learning method. Senior and experienced Shalyatantra faculty will be chosen. Sensitization of teacher and final year BAMS student regarding Blended learning method will be done. Total 70 students will be equally divided into two groups. Pretest (before commencing study) and posttest (after sessions) form consisting of 20 MCQ will be distributed and filled up by the participants.   Results: Result will be drawn on the basis of the observations. Conclusion: Conclusion of the study will be drawn on the basis of statistical data calculated.

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