Author Response: Teaching the Neurologic Examination: A Prospective Controlled Study to Compare a Blended Learning Approach With Face-to-Face Instruction

Bornkamm, Katharina; Koch, Cora; Brich, Jochen

doi:10.1212/wnl.0000000000200199

Cited by 6 publications

(7 citation statements)

References 2 publications

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“…The feedback from the session displayed that several participants enjoyed this method of teaching and that they had a better understanding of the content. This is in line with Bornkamm et al which found that students were not only more satis ed with a blended approach of learning but it also improved their overall OSCE performance (14).…”

Section: Discussionsupporting

confidence: 90%

Challenging Pedagogical Styles of Teaching: Amalgamating Blended Learning with Near-peer Teaching for Integrated Structured Clinical Examination (ISCE) Preparation

Sriniva

Baskaran

Mukhopadhyay

et al. 2023

Preprint

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Introduction Near-peer blended learning is a method of combining online virtual teaching with traditional face-to-face lectures delivered by senior students. In this study, we wanted to evaluate the student perceptions of this novel method of education and characterise its overall effectiveness. Methods A hybrid Integrated Science and Clinical Examination (ISCE) revision session was hosted simultaneously in-person and online. The session was delivered by fourth-year medical students to over 100 second-year medical students. A survey was sent to students prior to the session to deduce the topics they required most help in. Feedback forms evaluated students’ confidence, satisfaction with the format of the session, and overall student engagement using blended learning with free text responses which recorded individual opinions of students. Tutor perceptions were also obtained using feedback forms that assessed knowledge, confidence, whether they would attend, and teach a hybrid event in the future and their personal preferences on teaching styles. Results The results showed that students had a much better understanding of the content after the session and the format was deemed well-suited for delivering ISCE teaching (p = 0.001). Thematic analysis revealed students preferred a hybrid approach for ISCE teaching considering it catered to a wider audience. Live demonstrations that are not well executed in virtual formats are compensated for with in-person teaching. 96% of participants expressed that the material was aimed at their level due to relatability achieved through near-peer teaching. Three of the four tutors preferred a hybrid method of teaching while one preferred a sole online model. An overall increase in tutors’ knowledge and confidence was seen after the session. Conclusion Overall positive feedback provides evidence that blended learning using near-peer teaching should be utilised by educational institutions with the potential of revolutionising the delivery of medical education in this post-pandemic.

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Section: Discussionsupporting

confidence: 90%

Challenging Pedagogical Styles of Teaching: Amalgamating Blended Learning with Near-peer Teaching for Integrated Structured Clinical Examination (ISCE) Preparation

Sriniva

Baskaran

Mukhopadhyay

et al. 2023

Preprint

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“…The higher overall skillratings by the lecturers and the higher self-ratings for examination skills by the students at T1 in the IG further contribute to the mounting evidence, that a FC approach enhances the effectiveness of teaching practical applications [15,25]. Moreover, our findings are in line with results from a recent study, showing that blended learning approaches using videos are particularly suited to teach neurological examination skills, as assessed with an objective structured clinical examination (OSCE) [26]. The present study complements these findings by showing similar effects on subjective ratings by the students and lecturers including the levels of knowledge and skills upon entering the course.…”

Section: Discussionsupporting

confidence: 89%

“…Thus, more time of the course could be spent bedside. This timesaving effect again complements results from the previously mentioned study by Bornkamm and colleagues, where students in the blended learning group showed better examination skills despite having less face-toface course time [26]. Hence, such concepts might be particularly valuable in the present pandemic situation, where due to limited time-windows and personnel for in-person teaching an effective preparation and a focus on practical applications are even more critical [1,12].…”

Section: Discussionsupporting

confidence: 79%

Flipping the classroom in neurological bedside teaching: a prospective controlled study

et al. 2023

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Background Bedside teaching is essential to foster core clinical competences in medical education, especially in Neurology. However, bedside skills are declining and new concepts to enhance the effectiveness of bedside teaching are needed, also in view of limited in-person teaching possibilities in the ongoing pandemic situation. If theoretical knowledge is taught prior to in-person sessions this might allow to better focus on practical application aspects during bedside teaching. We thus aimed to answer the question to what extent such an approach can enhance the effectiveness of neurological bedside teaching. Methods In this prospective controlled study, neurological bedside courses following a traditional and a flipped classroom (FC) approach were compared with regards to their effects on theoretical knowledge and practical skills of medical students. Evaluations were obtained from 161 students and their lecturers participating in a neurological bedside teaching course at a German university hospital between October 2020 and July 2021. Students were randomly assigned to course dates. However, the 74 students assigned to course dates from May to July 2021 completed a mandatory online preparation course prior to the bedside teaching. These students served as the interventional group (IG) and the remaining 87 students formed the control group (CG). Ratings of knowledge and skills provided by the students and their lecturers on numerical rating scales served as primary outcome measures. Moreover, the time needed to recapitulate theoretical contents during the in-person teaching session was assessed as a secondary outcome measure. Group comparisons were performed using t-statistics. Results Theoretical knowledge upon entering the course was rated significantly higher in the IG by the students (p < 0.001) and lecturers (p = 0.003). Lecturers also rated the practical skills of students in the IG significantly higher (p < 0.001). Furthermore, significantly less time was needed to recapitulate theoretical contents during the in-person session in the IG (p = 0.03). Conclusions Using a FC approach enhances the effectiveness of in-person neurological bedside teaching. Thus, these concepts are particularly valuable in the ongoing pandemic situation. Moreover, they might allow to reuse e-learning contents developed during the pandemic and to develop future bedside teaching concepts.

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“…Copyright We kindly thank Dr. Jozefowicz for the interest in our study. 1 We fully agree that superiority of blended learning over the traditional approach for teaching the neurologic examination is not yet settled. We argue that the blended learning approach is a comparable and useful alternative, which allows, especially during the current COVID-19 pandemic, successful skill acquisition despite considerably reduced attendance time.…”

mentioning

confidence: 77%

“…Bornkamm et al 1 compared a blended approach of teaching the neurologic examination to a traditional approach within a cohort of 163 fourth-year medical students in a German medical school and found that skill acquisition was better in the blended learning group, based on OSCE scores. They conclude that the blended learning approach for teaching the neurologic examination is effective and reduces faculty teaching time.…”

mentioning

confidence: 99%

Editors' Note: Teaching the Neurologic Examination: A Prospective Controlled Study to Compare a Blended Learning Approach With Face-to-Face Instruction

Ganesh¹,

Galetta²

2022

Neurology

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Author Response: Teaching the Neurologic Examination: A Prospective Controlled Study to Compare a Blended Learning Approach With Face-to-Face Instruction

Cited by 6 publications

References 2 publications

Challenging Pedagogical Styles of Teaching: Amalgamating Blended Learning with Near-peer Teaching for Integrated Structured Clinical Examination (ISCE) Preparation

Challenging Pedagogical Styles of Teaching: Amalgamating Blended Learning with Near-peer Teaching for Integrated Structured Clinical Examination (ISCE) Preparation

Flipping the classroom in neurological bedside teaching: a prospective controlled study

Editors' Note: Teaching the Neurologic Examination: A Prospective Controlled Study to Compare a Blended Learning Approach With Face-to-Face Instruction

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