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| Title |
Blended learning approach improves teaching in
a problem-based learning environment in
orthopedics - a pilot study |
| Author(s) |
David A Back, Nicole Haberstroh, Andrea Antolic, et al - Personal Name
|
Subject |
Health and Medical Education |
| Publisher |
Bio Med Central Ltd |
| Publishing Year |
2014 |
| Specific Detail Info |
Background: While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of
knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students
of orthopedics and traumatology in the context of a problem-based learning environment.
Methods: The project NESTOR (network for students in traumatology and orthopedics) was offered to students in
a problem-based learning course. Participants completed written tests before and directly after the course,
followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation
questionnaire at the end of the semester. Results were compared within the group of NESTOR users and
non-users and between these two groups.
Results: Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found
directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than
non-users in the post-tests, while the OSCE revealed no differences between the groups.
Conclusions: This pilot study showed a positive effect of the blended learning approach on knowledge enhancement
and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this
approach and internet-based technologies for possibilities to improve also practical examination skills. |
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