Abstract
BackgroundTechnological advances have previously been hailed as a new dawn in Higher Education, with the advent of ‘massive open online courses’ (MOOCs) and online learning. Virtual platforms have potential advantages such as accessibility and availability but simply transferring educational material to the online environment may not ensure high quality learning. Clinical examination is a fundamental principle of medical assessment, and this study aimed to assess the role of technology in teaching these skills.Aims/objectivesTo determine whether three teaching modalities were of equal efficacy in teaching examination of the shoulder joint to naïve medical students.MethodsSixty-seven pre-clinical medical students naïve to large joint examination were recruited. Participants completed a learning style questionnaire and were then block randomised to three study: textbook study, face-to-face seminar, or video tutorial via online platform. The same examination technique was taught in all groups, with the intervention being the method of delivery All second year students were eligible for inclusion. The single exclusion criteria was previous exposure to clinical examination teaching. Students were assessed using a standardised scoring system at baseline (pre-intervention), and days 5 and 19 post-intervention (maximum score 30). Assessors were blinded to group allocation. The primary outcome was assessment score at day 5 post intervention.ResultsThere was no difference between the three groups at baseline assessment (mean scores 2.4 for textbook, 2.8 for face-to-face, and 3.1 for video; p = 0.267). Mean post-intervention scores were 16.5 textbook, 25.5 face-to-face, and 22.4 video (p < 0.001, η2 = .449). There was no change between day 5 and day 19 post-intervention assessment scores in any group (p = 0.373), Preferred learning style did not affect scores (p = 0.543).ConclusionFace-to-face teaching was the most effective method for teaching clinical examination of the shoulder. Technology can potentially increase accessibility and remove geographic barriers, but is not as effective if teaching techniques are simply mirrored in an online format.Online platforms allow in depth data analysis of how learners interact with educational material and this may have value in improving the design of online educational materials, and is a potential area for further research.
Highlights
Taking a detailed history and performing a thorough clinical examination have always been the foundation to making a diagnosis
Technology can potentially increase accessibility and remove geographic barriers, but is not as effective if teaching techniques are mirrored in an online format
This study demonstrated there was no influence of learning styles on learning, but there was an effect of Multiple studies have shown that physical examination skills are lacking in both undergraduate and postgraduate settings. 12 = 14 Given the importance of these skills in delivering high quality care and reducing the cost of care [2] it is critical to understand the ideal way to teach these skills
Summary
Taking a detailed history and performing a thorough clinical examination have always been the foundation to making a diagnosis. Good clinical examination skills are thought to increase the quality of care and reduce cost [1, 2]. Investigations are performed as an adjunct to confirm or refute the differential diagnoses. Undergraduate medical education has sought to instill these skills at the earliest opportunity. Technological advances have previously been hailed as a new dawn in Higher Education, with the advent of ‘massive open online courses’ (MOOCs) and online learning. Virtual platforms have potential advantages such as accessibility and availability but transferring educational material to the online environment may not ensure high quality learning. Clinical examination is a fundamental principle of medical assessment, and this study aimed to assess the role of technology in teaching these skills
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