Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

Buch, Steen Vigh; Treschow, Frederik Philip; Svendsen, Jesper Brink; Worm, Bjarne Skjødt

doi:10.2147/amep.s62473

Cited by 54 publications

(40 citation statements)

References 12 publications

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“…E-learning to teach clinical skills is most effective when combined with traditional classes. Instead of using text-based materials, video instruction seems to be superior in teaching practical skills [24] and it ts with Peyton's four-step skill acquisition approach [25]. In this model, the teacher conducts a silent demonstration, then he repeats the procedure, this time describing all necessary sub-steps (deconstruction).…”

Section: Discussionmentioning

confidence: 99%

Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

Bączek

Zagańczyk-Bączek

Szpringer

et al. 2020

Preprint

117

151

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Background The COVID-19 pandemic has disrupted teaching in a variety of institutions, especially in medical schools. Electronic learning (e-learning) became the core method of teaching the curriculum during the pandemic. After eight weeks of only online learning, a survey was conducted to investigate perception of this type of learning amongst medical students.Methods A survey was conducted by distributing an online questionnaire to Polish medical students. Data gathered from the survey was analyzed with routine statistical software.Results 804 students answered the questionnaire. According to respondents’ answers, the main advantages of online learning were the ability to stay at home (69%), continuous access to online materials (69%), learning at your own pace (64%), and comfortable surroundings (54%). The majority of respondents chose lack of interactions with patients (70%) and technical problems with IT equipment (54%) as the main disadvantages. There was no statistical difference between face-to-face and online learning in terms of opinions on the ability of the learning method to increase knowledge (p=.46). E-learning was considered less effective than face-to-face learning in terms of increasing skills (p<.001) and social competences (p<.001). Students assessed that they were less active during online classes compared to traditional classes (p<.001). E-learning was rated as enjoyable by 73% of respondents.Conclusions E-learning is a powerful tool for teaching medical students. However, successful implementation of online learning into the curriculum requires a well thought-out strategy and a more active approach.

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Section: Discussionmentioning

confidence: 99%

Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

Bączek

Zagańczyk-Bączek

Szpringer

et al. 2020

Preprint

117

151

View full text Add to dashboard Cite

show abstract

“…Electronically mediated teaching method [E-learning] is a concept which has been gaining much acceptance in the field of medical education for last few years. 1 Modern information technologies are gradually replacing the usual 'chalk & black board' concept. With an increasing number of smartphones, tablets, and laptops medical students currently have access to wide variety of E-learning resources as required.…”

Section: Introductionmentioning

confidence: 99%

Does blended learning* techniques using WhatsApp result in better performance by V th semester MBBS students in pathology as compared with lecture classes** alone?

2020

JETHS

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Mobile learning (M learning) is gaining much importance in the field of medical education nowadays. Whats App messenger has become an interesting tool to be incorporated into teaching learning programs. We conducted this study to find out whether blended learning techniques combining lecture class and WhatsApp result in better performance by Vth semester MBBS students in Pathology as compared lecture classes alone and to understand the differences in attitude of students towards M learning. Study design was that of Randomized Controlled Trial. Entire batch divided into control & experimental group and a Whats App group created for those in experimental group. Single topic selected and lecture class given to all followed by 1 hr discussion in Whats app for those in study group and face to face discussion for other. Post test conducted to assess cognitive performance and questionnaire given to assess the attitude of students. Results analyzed using SPSS software. Findings of the study show that student find learning through WhatsApp very interesting eventhough there is no significant difference in cognitive performance. The attitude of the students toward WhatsApp-M learning was favorable.

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“…Much of the current literature relating to the application of technology enhanced learning (TEL) has primarily related to nursing (Duncan et al, 2013;Kelly et al, 2009;Clifton and Mann, 2011), physiotherapy (Coffee and Hillier, 2008;O'Brien, 2015;Maloney et al, 2013a,b,c;Maloney et al, 2014;Sole et al, 2013) and medicine (Buch et al, 2014). As such, there is a paucity of literature relating to the use of pedagogical online resources in sports therapy teaching.…”

Section: Introductionmentioning

confidence: 99%

Students' experience of the use of an online learning channel in teaching and learning: A sports therapy perspective

Wilson

Greig

2017

International Journal of Therapy and Rehabilitation

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Background/Aims: The inclusion of blended e-learning approaches to teaching has become more prevalent in higher education. The purpose of this paper was to examine sports therapy students' experiences of using an online learning channel designed to assist practical skills. Moreover, creating an understanding of students' adoption of the learning channel to determine its efficacy. Methods: The design was a qualitative exploratory study in which a questionnaire was designed to investigate students' experience of using the learning channel across all undergraduate BSc Sports Therapy modules. One-hundred and sixty-four (level four: n=67; level five: n=51; level six: n=46) students completed the questionnaire relating to their experience of an online video-based learning channel. Findings: BSc Sports Therapy students across all levels found the learning channel useful, with the most common responses related to revision and consolidation of practical skills. Exam preparation was associated to this suggesting students' beliefs were driven by resources which could facilitate grade improvement in practical exams. Conclusions: The sports therapy learning channel was received very positively, with both the visual and practical nature of online instructional videos deemed important.

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Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

Cited by 54 publications

References 12 publications

Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

Does blended learning* techniques using WhatsApp result in better performance by V th semester MBBS students in pathology as compared with lecture classes** alone?

Students' experience of the use of an online learning channel in teaching and learning: A sports therapy perspective

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