No abstract

Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students' learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree) at FH Campus Wien -University of Applied Sciences completed the course Occupational Medicine/Prevention either in a traditional teaching-learning setting entirely taught face-to-face (control-group, n=94), or with a blended learning model (intervention-group, n=93). Long-term effects (1.5 year follow-up) on the cognitive learning outcomes were assessed according to four levels of Bloom's learning objectives. In addition, students estimated potential benefits resulting from blended learning based on four Krathwohl's learning objectives for the affective domain by means of a six-option Likert scale (n=282). Concerning cognitive outcomes, significant results favouring both groups were found with effect sizes from small to medium. The traditional teaching-learning setting resulted in significantly better results in the upmost aspired learning objective (analysis) at the long-term (p<0,01; r=-0,33). In contrast, the intervention group resulted in significantly better long-term results on learning objective levels 1 (knowledge) and 2 (understanding) (p=0,01; r=-0,20 and, p=0,02; r=-0,17, respectively). Hence, no general recommendation favouring either the classical setting or blending learning can be drawn regarding the cognitive domain. However, students' self-indications on the affective domain give preference to blended learning, particularly if inter-professional teamwork is a course objective.

Mit dem dynamischen Wandel der Arbeitswelt ändern sich auch die Anforderungen an Beruf und Rolle von Arbeitsmedizinern1. Die Österreichische Akademie für Arbeitsmedizin und Prävention (AAMP) hat ein zeitgemäßes Berufsbild formuliert, das den geänderten Rahmenbedingungen Rechnung trägt. In Anlehnung an gängige Rollenmodelle macht es die Kernkompetenzen von Arbeitsmedizinern in kompakter Weise sichtbar. Damit bietet es Berufsinteressentierten einen Überblick über die beruflichen Möglichkeiten sowie Kunden der Arbeitsmedizin Orientierung für die erwartbaren Dienstleistungen.