OBJECTIVE: To evaluate students' overall assessment and effectiveness of the web-based blended learning conception "Unified Patient Project" (UPP) for medical students rotating on their otolaryngology internship (ear, nose, and throat [ENT] tertiary). DESIGN: Prospective comparison group design of the quasiexperimental type. SETTING: Medical education. SUBJECTS: The experimental group (preintervention test [pretest], intervention, and postintervention test [posttest]) comprised 117 students, and the comparison group (pretest, alternative intervention, and posttest), 119. INTERVENTIONS: In the experimental group, lecturing of case studies was replaced by the blended learning conceptUPP. A standardized questionnaire evaluated students' overall assessment of teaching otolaryngology. A pretest and posttest using multiple choice questions was administered to clarify whether the UPP has led to a knowledge gain. RESULTS: The comparison group was more satisfied with their teaching; however, this was not statistically significant (P = .26) compared with the UPP. Students with higher preknowledge benefitted from the UPP, while students with lower preknowledge did not (P = .01). On average, posttest results in the experimental group exceeded those of the comparison group by 8.7 percentage points for a 75% preknowledge of the maximum attainable score, while they fell below those of the comparison group by 8.1 percentage points for a 25% preknowledge. CONCLUSIONS: Students' satisfaction with the blended learning conceptUPP was lower than in the face-to-face teaching, although this was not statistically significant. The new web-based UPP leads to an improved knowledge in clinical otolaryngology for all students. Students with lower preknowledge benefitted more from face-to-face teaching than from the UPP, while students with higher preknowledge benefitted more from the UPP. This implies students with poor preknowledge need special promotion programs.
RCT Entities:
OBJECTIVE: To evaluate students' overall assessment and effectiveness of the web-based blended learning conception "Unified Patient Project" (UPP) for medical students rotating on their otolaryngology internship (ear, nose, and throat [ENT] tertiary). DESIGN: Prospective comparison group design of the quasiexperimental type. SETTING: Medical education. SUBJECTS: The experimental group (preintervention test [pretest], intervention, and postintervention test [posttest]) comprised 117 students, and the comparison group (pretest, alternative intervention, and posttest), 119. INTERVENTIONS: In the experimental group, lecturing of case studies was replaced by the blended learning concept UPP. A standardized questionnaire evaluated students' overall assessment of teaching otolaryngology. A pretest and posttest using multiple choice questions was administered to clarify whether the UPP has led to a knowledge gain. RESULTS: The comparison group was more satisfied with their teaching; however, this was not statistically significant (P = .26) compared with the UPP. Students with higher preknowledge benefitted from the UPP, while students with lower preknowledge did not (P = .01). On average, posttest results in the experimental group exceeded those of the comparison group by 8.7 percentage points for a 75% preknowledge of the maximum attainable score, while they fell below those of the comparison group by 8.1 percentage points for a 25% preknowledge. CONCLUSIONS: Students' satisfaction with the blended learning concept UPP was lower than in the face-to-face teaching, although this was not statistically significant. The new web-based UPP leads to an improved knowledge in clinical otolaryngology for all students. Students with lower preknowledge benefitted more from face-to-face teaching than from the UPP, while students with higher preknowledge benefitted more from the UPP. This implies students with poor preknowledge need special promotion programs.
Authors: Rick Hess; Nicholas E Hagemeier; Reid Blackwelder; Daniel Rose; Nasar Ansari; Tandy Branham Journal: Am J Pharm Educ Date: 2016-05-25 Impact factor: 2.047
Authors: Stephen Maloney; Peter Nicklen; George Rivers; Jonathan Foo; Ying Ying Ooi; Scott Reeves; Kieran Walsh; Dragan Ilic Journal: J Med Internet Res Date: 2015-07-21 Impact factor: 5.428
Authors: Caroline E Morton; Sohag N Saleh; Susan F Smith; Ashish Hemani; Akram Ameen; Taylor D Bennie; Maria Toro-Troconis Journal: BMC Med Educ Date: 2016-08-04 Impact factor: 2.463