دورية أكاديمية
أعرض في EDS

Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study.

التفاصيل البيبلوغرافية
العنوان: Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study.
المؤلفون: Liu K; Department of Health Service, Air Force Medical University, Xi'an, Shaanxi, 710032, China., Liu S; Office of Academic Affairs, Air Force Medical University, Xi'an, Shaanxi, 710032, China., Ma Y; Department of Health Service, Air Force Medical University, Xi'an, Shaanxi, 710032, China., Jiang J; Department of Health Service, Air Force Medical University, Xi'an, Shaanxi, 710032, China., Liu Z; Department of Health Service, Air Force Medical University, Xi'an, Shaanxi, 710032, China., Wan Y; Department of Health Service, Air Force Medical University, Xi'an, Shaanxi, 710032, China. wanyi@fmmu.edu.cn.
المصدر: BMC medical education [BMC Med Educ] 2024 Jun 20; Vol. 24 (1), pp. 680. Date of Electronic Publication: 2024 Jun 20.
نوع المنشور: Journal Article; Comparative Study
اللغة: English
بيانات الدورية: Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE
أسماء مطبوعة: Original Publication: London : BioMed Central, [2001-
مواضيع طبية MeSH: Evidence-Based Medicine*/education , Educational Measurement*, Humans ; China ; Curriculum ; Female ; Male ; Problem-Based Learning/methods ; Students, Medical/psychology ; Teaching ; Learning ; Education, Medical, Undergraduate/methods
مستخلص: Background: Blended learning comprised with flipped classroom (FC) and "internet plus" is a new learning strategy that reverses the position of teacher and students in class, and provides abundant learning resources before and after class. This study aimed to assess the impact of blended learning on learning outcomes in evidence-based medicine course, and compare with traditional learning method.
Methods: The participants of the two groups were from two difference cohorts in Air force medical university in China. The two groups toke the same pre-test before class and then were given the teaching of same chapters of evidence-based medicine with two different learning strategy. In the blended learning group, the participants were required to create a debriefing slide about their learning outcomes and the answers of questions given in advance after study the learning material sent by teacher a week before class, and the teacher gave a detailed summary based on the common problems, and distributed multimedia resources for review. After the experiment was carried out, learning outcomes including mastering knowledge, learning satisfaction, and self-evaluation were compared.
Results: 37 and 39 participants were enrolled to blended learning and traditional learning groups, respectively, and no statistically significant difference were found in baseline information and pre-test grades. Statistically significant differences were found in learning outcomes including post-test score (t = 2.90, p = 0.005), changes of scores between pre-test and post-test (t = 2.49, p = 0.022), learning satisfaction (t = 12.41, p = 0.001), and self-evaluation of the two groups (t = 7.82, p = 0.001). Especially, the changes of scores between pre-test and post-test of blended learning and traditional learning groups were 4.05 (4.26), and 2.00 (2.85), respectively.
Conclusions: This study showed that compared with traditional learning strategy, blended learning can effectively enhanced participants' acquisition of knowledge, learning satisfaction, and self-evaluation in evidence-based medicine. Using blended learning method including "internet plus" and flipped classroom is recommended in the teaching of evidence-based medicine course.
(© 2024. The Author(s).)
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فهرسة مساهمة: Keywords: Blended-learning; Comparative study; Evidence-based medicine
تواريخ الأحداث: Date Created: 20240620 Date Completed: 20240621 Latest Revision: 20240623
رمز التحديث: 20240623
مُعرف محوري في PubMed: PMC11188531
DOI: 10.1186/s12909-024-05659-w
PMID: 38902673
قاعدة البيانات: MEDLINE
الوصف
تدمد:1472-6920
DOI:10.1186/s12909-024-05659-w