Effectiveness of face-to-face, blended and e-learning in teaching the application of local anaesthesia: a randomised study

Kniha, Kristian; Goloborodko, Evgeny; Lemos, Martin; Rittich, Anne Barbara; Möhlhenrich, Stephan Christian; Rafai, Nicole; Hölzle, Frank; Modabber, Ali

doi:10.1186/s12909-021-02569-z

Cited by 51 publications

(56 citation statements)

References 30 publications

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“…Blended learning appears to be more effective than or at least as effective as non-blended instruction for knowledge acquisition in health professions (31,32). When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency (33)(34)(35). A potential pitfall of blended learning is the isolated nature of e-learning if the student interacts on an individual basis with the computer and not with a peer group, which can be overcome in part by online engagement through webinars and discussion boards (36).…”

Section: Curiosity In Blended Learningmentioning

confidence: 99%

Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education

Yeh

Wang

et al. 2021

Front. Med.

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Background: A student's level of curiosity in a subject after learning about it through online videos has not been addressed well in the medical education field. The purpose of this study, therefore, was to investigate online learning's effect on the stimulation of curiosity and short-term learning outcomes in a blended framework of precision medical education.Methods: A mixed-methods research design was used. During the 2020 academic year, all fifth-year medical students who, prior to class, viewed 6 video clips that presented 6 core concepts were invited to complete a survey and self-reflection on their learning process to assess their level of curiosity in each concept. For each group of medical students, teaching assistants helped collect anonymous survey data and summative assessment scores representing the students' learning outcomes. Video-viewing patterns, attained through an action log transformation, were also coded for analysis. Mann–Whitney U and Kruskal–Wallis tests were employed to compare differences between groups, and multiple linear regression was used to select the factors affecting learning outcomes. Qualitative data were content-coded through a descriptive approach using thematic analysis.Results: Of 142 medical students, 136 watched the online videos, 124 responded to the questionnaires, and 92 provided comments. Students' curiosity levels after learning about each concept through online videos significantly correlated with the degree to which a concept was learned. Medical students spent a median of 1.6 h online, and pause frequency correlated with curiosity in certain concepts. Aroused curiosity was associated with short-term learning outcomes in inconsistent effect sizes and directions. Students' feedback revealed various dimensions of curiosity, including novelty acknowledgment, recognition of an information gap, and information-seeking requests.Conclusions: Curiosity can be induced through online video learning platforms and has a role in short-term learning outcomes in medical education.

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Section: Curiosity In Blended Learningmentioning

confidence: 99%

Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education

Yeh

Wang

et al. 2021

Front. Med.

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“…17,18 Some of these include the selection of good teaching and learning strategies, the application of innovative learning, the use of media and multimedia, learning based on blended learning and e-learning, the application of new learning models, and other learning methods. [19][20][21][22] One of the strategies used to optimize students' learning independence is to utilize innovative learning resources that are obtained through project-based learning innovations. 23 A project-based learning (PjBL) is designed to carry out investigations through complete research activities.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Project-based Learning Innovation to Develop Students’ Critical Thinking Skills as a Strategy to Achieve Analytical Chemistry Competencies

Situmorang¹,

Sinaga²,

Sitorus³

et al. 2022

IJPER

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Background:The ability to think critically is one of the life skill targets that pharmacists and scientists want to achieve in learning, therefore it is necessary to do project-based learning innovations to guide students to learn actively and independently in developing critical thinking skills. Objectives: This study aims to implement project-based learning to facilitate active and independent learning through project implementation to build students' critical thinking skills and at the same time to facilitate students to achieve competencies in the analytical chemistry required by pharmaceutical and chemical scientists. Materials and Methods: Research includes the development of project packages and the integration of information technology on the topic of Distillation, standardization of learning resources, and implementation of Analytical Chemistry teaching. Results: An innovative project-based learning resource package was successfully developed for the Distillation topic. Implementation of learning resource packages effectively guides students to carry out their own projects in separating target compound contextually through distillation method. The learning facilities available in the learning package have proven to be able in guiding students to design project assignments suit to target analyte. The learning potential of students has been optimized. Students' knowledge and skills in separating target analytes by distillation have been fully mastered as desired in the competency-based curriculum. The results of the assessment showed that the students' critical thinking skills were very good (M = 84.51±7.41). Student learning outcomes based on the portfolio value of the project proposal (M = 88.46±6.74) and project reports (M = 92.85±1.98), and from the objective score of the formative exam (M = 85.59±3.09) are all classified very good, namely the competence in the analytical field is achieved. Conclusion: Project-based learning innovations are very effective in improving critical thinking skills as well as increasing student competence in the field of analytical chemistry. Recommendation: Project-based learning is suitable for implementation in teaching other subjects to achieve the competencies required by scientists. This learning model is effective in building student competence in a normal learning atmosphere, or when social restrictions are imposed during the COVID-19 pandemic.

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“…However, following the pandemic, BL has become the dominant method for dental education nearly worldwide. BL has been used successfully and effectively in the various dental deciplines such as endodontics [13], orthodontics [14], periodontics [15] and application of local anesthesia [16]. However, variable students' perceptions and academic performance have been reported across studies [9,[17][18][19][20][21][22].…”

Section: Introductionmentioning

confidence: 99%

Quality, Effectiveness and Outcome of Blended Learning in Dental Education during the COVID Pandemic: Prospects of a Post-Pandemic Implementation

et al. 2021

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Blended learning is growing in popularity particularly following the emergence of COVID-19 pandemic. One of the fields that the pandemic has substantially affected is dental education. Purpose: The aim of this study was to evaluate the quality and effectiveness of the online dental education. Students’ perceptions and experiences of blended learning were also investigated. Methods: A 28-question online survey was designed to gauge students’ perceptions of the effect of blended learning on their academic performance. Results: 314 participants in preclinical and clinical years completed the questionnaire (223 females and 91 males). The majority of students (89%) believed that clinical and practical courses cannot be given by the internet. In terms of students’ opinion in the assessment process, more females (65.8%) preferred traditional exams than males (50.5%) (p < 0.05). Most clinical students (83%) preferred a combination of online and traditional teaching compared to 72% of preclinical students (p < 0.05). Clinical year students were more willing to communicate electronically with their classmates and instructors. The majority of dental students (65%) reported that future dental courses should be blended. Conclusions: In the pandemic era, blended learning, should become the preferred method of education whereby theoretical knowledge is delivered through online tutorials and clinical training is resumed on-site, to ensure competency of dental graduates while maintaining safety of the dental team. Current facilities and course designs should be improved in order to improve students’ experiences with blended learning.

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Effectiveness of face-to-face, blended and e-learning in teaching the application of local anaesthesia: a randomised study

Cited by 51 publications

References 30 publications

Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education

Curiosity in Online Video Concept Learning and Short-Term Outcomes in Blended Medical Education

Implementation of Project-based Learning Innovation to Develop Students’ Critical Thinking Skills as a Strategy to Achieve Analytical Chemistry Competencies

Quality, Effectiveness and Outcome of Blended Learning in Dental Education during the COVID Pandemic: Prospects of a Post-Pandemic Implementation

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