Joy Backhaus1, Katrin Huth2, Andrew Entwistle3, Kia Homayounfar2, Sarah Koenig4. 1. Institute for Medical Teaching and Medical Educational Research, University Hospital Wuerzburg, Würzburg, Germany. Electronic address: Backhaus_J@ukw.de. 2. Department of General, Visceral and Paediatric Surgery, University Medical Centre Goettingen, Göttingen, Germany. 3. Department of Genetic Epidemiology, University Medical Centre Goettingen, Göttingen, Germany. 4. Institute for Medical Teaching and Medical Educational Research, University Hospital Wuerzburg, Würzburg, Germany.
Abstract
BACKGROUND/ OBJECTIVE: Undergraduate medical education still relies on lectures as the core teaching activity. However, e-learning and new media have begun to augment learning and information gathering over the last few years. The aim of this study was to investigate the effect of 2 teaching formats in surgical education, a classic lecture and a video podcast (vodcast), on knowledge gain, in particular with respect to the participants' characteristics and preferences. DESIGN: A prospective study was conducted over 2 consecutive semesters. A traditional lecture on goitre was given to the first of the 2 semesters and replaced by a matching vodcast made available to the second. An untaught subject (cholelithiasis) served as control. Knowledge gain was calculated as the difference in point scores between entry and mid-module examinations. Furthermore, participants completed a postintervention survey, in which they specifically rated their digital affinity and learning preferences. A cluster analysis was conducted pooling both semesters to evaluate differences between individuals affecting their performance. RESULTS: Both teaching formats resulted in a significant knowledge gain. Two clusters could be identified across both semesters: Cluster 2 (Digital natives) proved to be significantly different from Cluster 1 (Traditional) with respect to the 4 variables: "technically interested," the "use of smartphones," "activity in social networks," and "reading in digital formats." The knowledge gain differences between formats for students in the "Traditional" cluster were statistically insignificant. However, students in the cluster "Digital natives" performed significantly worse when exposed to the lecture format. CONCLUSIONS: Cluster analysis revealed that the students with an obvious affinity to information communication technology were found to be at a significant disadvantage in the lecture. In future, we recommend offering some form of pretest to determine an individual's profile and empower students to plan their learning activities accordingly.
BACKGROUND/ OBJECTIVE: Undergraduate medical education still relies on lectures as the core teaching activity. However, e-learning and new media have begun to augment learning and information gathering over the last few years. The aim of this study was to investigate the effect of 2 teaching formats in surgical education, a classic lecture and a video podcast (vodcast), on knowledge gain, in particular with respect to the participants' characteristics and preferences. DESIGN: A prospective study was conducted over 2 consecutive semesters. A traditional lecture on goitre was given to the first of the 2 semesters and replaced by a matching vodcast made available to the second. An untaught subject (cholelithiasis) served as control. Knowledge gain was calculated as the difference in point scores between entry and mid-module examinations. Furthermore, participants completed a postintervention survey, in which they specifically rated their digital affinity and learning preferences. A cluster analysis was conducted pooling both semesters to evaluate differences between individuals affecting their performance. RESULTS: Both teaching formats resulted in a significant knowledge gain. Two clusters could be identified across both semesters: Cluster 2 (Digital natives) proved to be significantly different from Cluster 1 (Traditional) with respect to the 4 variables: "technically interested," the "use of smartphones," "activity in social networks," and "reading in digital formats." The knowledge gain differences between formats for students in the "Traditional" cluster were statistically insignificant. However, students in the cluster "Digital natives" performed significantly worse when exposed to the lecture format. CONCLUSIONS: Cluster analysis revealed that the students with an obvious affinity to information communication technology were found to be at a significant disadvantage in the lecture. In future, we recommend offering some form of pretest to determine an individual's profile and empower students to plan their learning activities accordingly.
Authors: Isabel Molwitz; Ahmed Othman; Andreas Brendlin; Saif Afat; Jörg Barkhausen; Sebastian D Reinartz Journal: Radiologe Date: 2021-01-08 Impact factor: 0.635
Authors: Gregor Leonhard Olmes; Julia Sarah Maria Zimmermann; Lisa Stotz; Ferenc Zoltan Takacs; Amr Hamza; Marc Philipp Radosa; Sebastian Findeklee; Erich-Franz Solomayer; Julia Caroline Radosa Journal: Arch Gynecol Obstet Date: 2021-08-05 Impact factor: 2.344