scholarly journals Application of blended learning approach in clinical skills to stimulate active learning attitudes and improve clinical practice among medical students

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11690
Author(s):  
Jie Gong ◽  
Manzhen Ruan ◽  
Wen Yang ◽  
Miao Peng ◽  
Zhen Wang ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Teaching Style ◽  
Satisfaction Survey ◽  
Control Group ◽  
Learning Method ◽  
Experimental Group

Background The recent application of blended educational methods has impacted medical education and has drawn attention to a new teaching method. This teaching style presents unique opportunities and challenges. We investigated the effects of blended learning and traditional teaching methods on clinical skill development. Methods We sorted 200 medical students from Tongji Medical College at Huazhong University of Science and Technology into a control or experimental group. The control group was taught with a traditional lecture-based learning method and the experimental group was taught using a blended learning method. The two groups were compared after training to assess their theoretical and practical differences. A student satisfaction survey was given to participants in both groups. Results The results of the experimental group’s theoretical and practical assessments were found to be significantly higher (p < 0.05) than that of the control group. The student satisfaction survey showed that blended learning was significantly more effective for acquiring relevant knowledge, enhancing student-centered learning and improving clinical practice. Conclusions Blended learning may address deficiencies in clinical skills, make up for limited time and space, and ensure learning efficiency and quality.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Blended learning: An effective methodology for teaching radiology to medical students

2019 ◽  
Vol 67 (2) ◽  
pp. 273-277 ◽  
Author(s):  
Johan Alberto Durán-Guerrero ◽  
Luis Heber Ulloa-Guerrero ◽  
Luis Carlos Salazar-Díaz
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Standardized Tests ◽  
Traditional Method ◽  
Control Group ◽  
Learning Method ◽  
Final Exam ◽  
Learning Group ◽  
Classroom Education ◽  
Satisfaction Rates

Introduction: The combination of online learning environments and classroom education is known as blended learning.Objective: To design, implement and evaluate the blended learning method for teaching radiology to medical students.Materials and methods: Five online modules were designed as part of the Introduction to diagnostic imaging course for medical students. The blended learning method was implemented during the classes given in the terms 2016-II and 2017-I. Academic performance was measured using standardized tests, while the effect of the intervention was obtained by comparing the sample with a control group from the 2015-II period (traditional method).Results: 204 students were included in the blended learning group and 90 students in the control group (traditional method). The median final exam score among the blended learning group was 16.5 (IQR: 15.5-17.8), and 15.0 (RIQ: 13.5-16.5) (p=0.001) in the control group. On average, gained knowledge among the blended learning group was 5.8 (SD:2.4) points. The association between gained knowledge and number of visits to online modules was statistically significant (p<0.05). The proportion of good performance was close to 100% on the satisfaction survey.Conclusions: The blended learning method increases the grades obtained in the tests performed and also shows higher satisfaction rates compared to the traditional method among medical students.

The Effect of Using Blended Learning Method on Students' Achievement in English and Their Motivation Towards Learning It

2020 ◽  
Vol 10 (2) ◽  
pp. 83-96
Author(s):  
Dima Ali Hijazi ◽  
Amal Shehadeh AlNatour
Keyword(s):  
Blended Learning ◽  
Traditional Method ◽  
English Language ◽  
Female Students ◽  
Control Group ◽  
Learning Method ◽  
Ninth Grade Students ◽  
And Control ◽  
Experimental Group ◽  
Positive Results

The purpose of this study is to investigate the effect of using a blended learning method on ninth grade students' achievements in English and their motivation towards learning it. The sample consisted of 100 female students selected purposefully and distributed into two groups: experimental and control. The experimental group studied English through a computerized program in the traditional method, while the control group was taught by the traditional method only. The results revealed statistically significant differences between the two groups in favor of the experimental group both in the achievement and the motivation towards learning English. The researchers recommended using computerized teaching in addition to the traditional method due to the positive results shown by the current study. In addition, they recommended conducting studies that measure the effect of blended learning on some aspects related to English language such as: vocabulary, spelling, pronunciation, or any other aspects.

scholarly journals Effects on applying micro-film case-based learning model in pediatrics education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF + CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF + CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination. Results The experimental group generally performed better than the control group on the student self-assessment (P<0.05), satisfaction survey (P<0.05), and final examination (80.02 ± 3.77 vs 73.65 ± 3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF + CBL model due to its time- and energy-consuming features. Conclusions Compared with LBL, the MF + CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals The Effect of Blended Learning on Academic Achievement and Attitudes at Social Studies Courses

2020 ◽  
Vol 4 (2) ◽  
pp. 143-150
Author(s):  
Barış Çiftçi
Keyword(s):  
Social Studies ◽  
Blended Learning ◽  
Control Group ◽  
Learning Method ◽  
Face To Face ◽  
Learning Group ◽  
Post Test ◽  
Face To Face Learning ◽  
The Impact ◽  
Experimental Group

As a result of scientific and technological developments reflection, improvements on education science moved from teacher centered to student and learning centered system. Learning concept is not only seen a at schools and some learning centers but in all areas and places of life. The aim of this study is to search the achievement and persistency of blended learning method at social studies lesson. With the empirical method used at research, the impact of independent variable examined on experimental group is blended learning method. The independent variable used at control group is face to face learning method. The impact of same dependent variable has been searched on experimental and control group. As a dependent variable the results of social studies academic success test has been searched. For the determined dependent variables, between groups assessment has been applied according to pre-test and post-test scores. The experimental application of the research has been applied to 52 students at 7th grade. 26 students take place from experimental group and 26 students take place from control group. According to the findings, no difference has been found between pre-test scores. According to post test and persistency test a significant difference has been appeared in favor of experimental group which is blended learning method. According to repeated measures analyses results between pre-test and post-test, and between post-test and persistency test; comparison of pre-test and post-test, both effect the student achievement. But according to impact results; the effect of blended learning is larger. According to post-test and persistency score results; it came out that for the persistency of knowledge blended learning is more effective than face to face learning. According to the results of persistency test and final application which is a comparison of blended learning and face to face learning, blended learning group is more effective than face to face learning group. While face to face learning group final application score lessen 12 points, blended learning group score lessen 8 points. It can be confessed that according to the persistency of student achievement, blended learning method is more effective than face to face learning method.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Laleh Khojasteh ◽  
Seyyed Ali Hosseini ◽  
Elham Nasiri
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Second Language Learners ◽  
Control Group ◽  
Mediated Learning ◽  
Writing Classes ◽  
Writing Group ◽  
The Impact ◽  
Experimental Group

AbstractWriting as a multiple-step process is one of the most complex and demanding skills for graduate students to master. Foreign or second language learners who are required to write for academic purposes at the university level may even find it more demanding to master. One of the ways of decreasing the burden of mastering this skill for learners is mediation, using scaffolding techniques to teach writing. Hence, having a good understanding of the impact(s) of adopting mediating or scaffolding techniques in writing classes is absolutely indispensable. To this end, the present study employed an experimental research design to investigate the impact of mediation in the flipped writing classrooms of the students of medicine. To peruse this goal, 47 medical students were selected through purposive sampling and put into control and treatment groups. Medical students in the treatment group watched teacher-made video content(s) before their writing classes. The students in this group experienced organized-interactive writing group activities in their classes. Unlike the experimental group, the students in the control group received all the instructions in the classroom and were assigned homework. The findings obtained through the ANOVA and t-test indicated that the students in the experimental group significantly outperformed their counterparts in the control group in terms of their writing. A probable conclusion could be that by requiring students to study in advance and take responsibility for their learning, flipped classroom can provide the opportunity for learners to actively construct knowledge rather than receive the information passively in the classroom. Flipped classroom can also cultivate interactive class time for teachers and enable them to invest in more fruitful academic practices, instead of asking students to spend a substantial amount of time each week doing homework independently.

scholarly journals THE EFFECTIVENESS OF COOPERATIVE LEARNING METHOD TO REDUCING STUDENTS ANXIETY IN LEARNING MATH AT GRADE VII SMP NEGERI 1 BAUBAU

2021 ◽  
Author(s):  
Suwarni La Usa
Keyword(s):  
Experimental Design ◽  
Cooperative Learning ◽  
T Test ◽  
Control Group ◽  
Learning Method ◽  
Round Numbers ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group ◽  
Research Show

The problem of this research is whether the application of cooperative learning method is effective in reducing student’s anxiety in learning Math at grade VII at the topic of round numbers. The objective of the research is to know the effectiveness of cooperative learning in reducing student’s anxiety in learning Math at the topic of round numbers at grade VII SMP Negeri 1 Baubau. This research is descriptive quantitative by applying quasi experimental design. The sample taken consisted of 54 students which is each group consisted of 27 students. The instrument used in this research is test. The result of the research show that (1)The mean score of students learning in Math in experimental group before treatment is 56,48 with standard of deviation is 18,65 and after treatment is 83,70 with standard of deviation is 15,54. (2)The mean score of students learning in Math in control group before treatment is 56,67 with standard of deviation is 17,26 and after treatment is 73,51 with standard of deviation is 17,58. (3)Based on the mean score of students result in learning who is taught through those model of learning and seeing the result of statistic inferential of t test shows that learning through cooperative learning method is more effective to reduce students anxiety in learning Math.

scholarly journals Development and Effects of a Mechanical Ventilation Education Program with Blended Learning for Nursing Students

2021 ◽  
Vol 28 (3) ◽  
pp. 361-371
Author(s):  
Gye Jeong Yeom ◽  
Jeongha Yang ◽  
Jihyun Kim ◽  
Hyun Sook Kim
Keyword(s):  
Mechanical Ventilation ◽  
Nursing Students ◽  
Blended Learning ◽  
Education Program ◽  
Control Group ◽  
Implementation Phase ◽  
Self Confidence ◽  
Evaluation Phase ◽  
Nursing Skills ◽  
Experimental Group

Purpose: This study describes the development and implementation of a mechanical ventilation education program with a blended learning method for nursing students.Methods: Sixty-five nursing students were recruited either to the experimental group (n=33) or to the control group (n=32) in May 2020. This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, expert consultations, and target group survey. In addition, learning objectives and a structure were designed, and an online program was developed. In the implementation phase, the program was conducted over the course of 2 weeks. The evaluation phase involved verification of the effects of the program on knowledge of mechanical ventilation, self-confidence, and ventilator nursing skills performance, as well as an assessment of satisfaction with the program.Results: The experimental group had significantly higher scores on knowledge of mechanical ventilation (t=4.29, p<.001), self-confidence (t=2.31, p=.024), and ventilator nursing skills performance (t=4.65, p<.001) than the control group.Conclusion: The results indicate that this mechanical ventilation education program with blended learning was effective in meeting the needs of nursing students and can be widely used in this context.

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