Abstract
BackgroundBlended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear.ObjectiveThis study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program.MethodsThe economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost.ResultsThe incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions.ConclusionsUnder the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context.
Highlights
Evidence-based medicine (EBM) combines the best available evidence with clinical expertise and patient values [1] and is core to many medical programs worldwide [2,3,4,5]
The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery
The incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs
Summary
Evidence-based medicine (EBM) combines the best available evidence with clinical expertise and patient values [1] and is core to many medical programs worldwide [2,3,4,5]. EBM competencies provide the ability to facilitate life-long learning, as clinicians are able to ask effective clinical questions, acquire information through emerging research, appraise its quality and relevance, apply evidence to practice, and assess its impact [1]. Research has shown that Web-based learning results in improved outcomes when applied to health professional education [6], with studies focusing on clinical disciplines within medicine reporting an increase in student self-efficacy, knowledge, and self-directed learning [4,7,8,9]. Its many variations (eg, eLearning, Web 2.0), appears to hold great promise for addressing the accessibility and efficiency of education, yet currently there is a lack of evidence to inform educators and learners as to the most effective methods of teaching EBM to medical students. The cost-effectiveness of delivering blended learning is unclear
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