Application of blended learning approach in clinical skills to stimulate active learning attitudes and improve clinical practice among medical students.

Zhen Wang,Guangyao Yang,Lichen Ouyang,Jie Gong,Wen Yang,Manzhen Ruan,Miao Peng

doi:10.7717/peerj.11690

Abstract

BackgroundThe recent application of blended educational methods has impacted medical education and has drawn attention to a new teaching method. This teaching style presents unique opportunities and challenges. We investigated the effects of blended learning and traditional teaching methods on clinical skill development.MethodsWe sorted 200 medical students from Tongji Medical College at Huazhong University of Science and Technology into a control or experimental group. The control group was taught with a traditional lecture-based learning method and the experimental group was taught using a blended learning method. The two groups were compared after training to assess their theoretical and practical differences. A student satisfaction survey was given to participants in both groups.ResultsThe results of the experimental group’s theoretical and practical assessments were found to be significantly higher (p < 0.05) than that of the control group. The student satisfaction survey showed that blended learning was significantly more effective for acquiring relevant knowledge, enhancing student-centered learning and improving clinical practice.ConclusionsBlended learning may address deficiencies in clinical skills, make up for limited time and space, and ensure learning efficiency and quality.

Highlights

The application of modern technology to medical education in China has led to new methods of teaching
Clinical skills are still taught by traditional lecture-based learning (LBL) and evidence suggests that students receive more theoretical knowledge than hands-on learning
We studied the blended learning approach in a clinical skills curriculum and quantitatively compared the performance of those taught using a blended learning approach versus a traditional teaching method

Summary

Introduction

The application of modern technology to medical education in China has led to new methods of teaching. Clinical skills are still taught by traditional lecture-based learning (LBL) and evidence suggests that students receive more theoretical knowledge than hands-on learning. Application of blended learning approach in clinical skills to stimulate active learning attitudes and improve clinical practice among medical students. The recent application of blended educational methods has impacted medical education and has drawn attention to a new teaching method. This teaching style presents unique opportunities and challenges. The results of the experimental group’s theoretical and practical assessments were found to be significantly higher (p < 0.05) than that of the control group. The student satisfaction survey showed that blended learning was significantly more effective for acquiring relevant knowledge, enhancing student-centered learning and improving clinical practice.

Methods

Results

Discussion

Conclusion