OBJECTIVES: This study aimed to implement innovative teaching methods--blended learning strategies--that include the use of new information technologies in the teaching of human anatomy and to analyse both the impact of these strategies on academic performance, and the degree of user satisfaction. METHODS: The study was carried out among students in Year 1 of the biology degree curriculum (human biology profile) at Pompeu Fabra University, Barcelona. Two groups of students were tested on knowledge of the anatomy of the locomotor system and results compared between groups. Blended learning strategies were employed in 1 group (BL group, n = 69); the other (TT group; n = 65) received traditional teaching aided by complementary material that could be accessed on the Internet. Both groups were evaluated using the same types of examination. RESULTS: The average marks presented statistically significant differences (BL 6.3 versus TT 5.0; P < 0.0001). The percentage pass rate for the subject in the first call was higher in the BL group (87.9% versus 71.4%; P = 0.02), reflecting a lower incidence of students who failed to sit the examination (BL 4.3% versus TT 13.8%; P = 0.05). There were no differences regarding overall satisfaction with the teaching received. CONCLUSIONS: Blended learning was more effective than traditional teaching for teaching human anatomy.
OBJECTIVES: This study aimed to implement innovative teaching methods--blended learning strategies--that include the use of new information technologies in the teaching of human anatomy and to analyse both the impact of these strategies on academic performance, and the degree of user satisfaction. METHODS: The study was carried out among students in Year 1 of the biology degree curriculum (human biology profile) at Pompeu Fabra University, Barcelona. Two groups of students were tested on knowledge of the anatomy of the locomotor system and results compared between groups. Blended learning strategies were employed in 1 group (BL group, n = 69); the other (TT group; n = 65) received traditional teaching aided by complementary material that could be accessed on the Internet. Both groups were evaluated using the same types of examination. RESULTS: The average marks presented statistically significant differences (BL 6.3 versus TT 5.0; P < 0.0001). The percentage pass rate for the subject in the first call was higher in the BL group (87.9% versus 71.4%; P = 0.02), reflecting a lower incidence of students who failed to sit the examination (BL 4.3% versus TT 13.8%; P = 0.05). There were no differences regarding overall satisfaction with the teaching received. CONCLUSIONS: Blended learning was more effective than traditional teaching for teaching human anatomy.
Authors: Julia Khanova; Jacqueline E McLaughlin; Denise H Rhoney; Mary T Roth; Suzanne Harris Journal: Am J Pharm Educ Date: 2015-11-25 Impact factor: 2.047
Authors: Natasa Milic; Srdjan Masic; Vesna Bjegovic-Mikanovic; Goran Trajkovic; Jelena Marinkovic; Jelena Milin-Lazovic; Zoran Bukumiric; Marko Savic; Andja Cirkovic; Milan Gajic; Dejana Stanisavljevic Journal: Int J Public Health Date: 2017-10-03 Impact factor: 3.380
Authors: Clio Spanou; Sharon A Simpson; Kerry Hood; Adrian Edwards; David Cohen; Stephen Rollnick; Ben Carter; Jim McCambridge; Laurence Moore; Elizabeth Randell; Timothy Pickles; Christine Smith; Claire Lane; Fiona Wood; Hazel Thornton; Chris C Butler Journal: BMC Fam Pract Date: 2010-09-21 Impact factor: 2.497