Gertraud Gradl-Dietsch1, Tabea Korden2, Ali Modabber3, Tolga Taha Sönmez3, Jan-Philipp Stromps4, Bergita Ganse2, Hans-Christoph Pape2, Matthias Knobe2. 1. Department of Orthopaedic Trauma, University of Aachen, Pauwelstrasse 30, 52074 Aachen, Germany. Electronic address: ggradl-dietsch@posteo.de. 2. Department of Orthopaedic Trauma, University of Aachen, Pauwelstrasse 30, 52074 Aachen, Germany. 3. Department of oral and maxillofacial surgery, University of Aachen, Pauwelstrasse 30, 52074 Aachen, Germany. 4. Department of Plastic Surgery, Hand and Burns Surgery, University of Aachen, Pauwelstrasse 30, 52074 Aachen, Germany.
Abstract
BACKGROUND: The aim of this study was to assess the impact of two teaching interventions (ultrasound and arthroscopy) in a peer teaching (PT) environment on anatomy examination scores and also to examine the influence of gender and learning style on these scores. METHODS: We randomly assigned 484 second year medical students to one of three groups: musculoskeletal ultrasound (MSUS), arthroscopy (ASC) and control (CON). The MSUS- and the ASC-group attended two additional training sessions in ultrasound or arthroscopy; the CON-group received no additional lessons. Students were asked to complete Kolb's Learning Style Inventory test. We assessed differences in anatomical knowledge (multiple choice (MC) exam) and subjective evaluation with respect to gender and learning style. RESULTS: There were no relevant differences between the three groups regarding the MC exam. Acceptance of the peer teaching concept was good. All students preferred ultrasound to arthroscopy and thought that they learned more from ultrasound despite the fact that they rated the instructors as less competent and needed more time to gain in-depth knowledge. There was no significant effect of gender on evaluation results. Arthroscopy was best enjoyed by accommodators according to Kolb's Inventory and least by divergers, who found that they had learned a lot through ultrasound. The improvement in spatial conceptualization was greatest for accommodators and worst for assimilators. CONCLUSION: Gender and learning style had no impact on quantitative parameters. Qualitative analysis, however, revealed differences for learning style and further evaluation is warranted to assess the impact on medical education.
RCT Entities:
BACKGROUND: The aim of this study was to assess the impact of two teaching interventions (ultrasound and arthroscopy) in a peer teaching (PT) environment on anatomy examination scores and also to examine the influence of gender and learning style on these scores. METHODS: We randomly assigned 484 second year medical students to one of three groups: musculoskeletal ultrasound (MSUS), arthroscopy (ASC) and control (CON). The MSUS- and the ASC-group attended two additional training sessions in ultrasound or arthroscopy; the CON-group received no additional lessons. Students were asked to complete Kolb's Learning Style Inventory test. We assessed differences in anatomical knowledge (multiple choice (MC) exam) and subjective evaluation with respect to gender and learning style. RESULTS: There were no relevant differences between the three groups regarding the MC exam. Acceptance of the peer teaching concept was good. All students preferred ultrasound to arthroscopy and thought that they learned more from ultrasound despite the fact that they rated the instructors as less competent and needed more time to gain in-depth knowledge. There was no significant effect of gender on evaluation results. Arthroscopy was best enjoyed by accommodators according to Kolb's Inventory and least by divergers, who found that they had learned a lot through ultrasound. The improvement in spatial conceptualization was greatest for accommodators and worst for assimilators. CONCLUSION: Gender and learning style had no impact on quantitative parameters. Qualitative analysis, however, revealed differences for learning style and further evaluation is warranted to assess the impact on medical education.
Authors: G Gradl-Dietsch; A K Menon; A Gürsel; A Götzenich; N Hatam; A Aljalloud; S Schrading; F Hölzl; M Knobe Journal: Eur J Trauma Emerg Surg Date: 2017-07-17 Impact factor: 3.693
Authors: Cassian Cremerius; Gertraud Gradl-Dietsch; Frank J P Beeres; Björn -Christian Link; Lea Hitpaß; Sven Nebelung; Klemens Horst; Christian David Weber; Carl Neuerburg; Daphne Eschbach; Christopher Bliemel; Matthias Knobe Journal: Eur J Trauma Emerg Surg Date: 2020-01-10 Impact factor: 3.693