Abstract
PurposeTo evaluate the impact of blended learning using a combination of educational resources (flipped classroom and short videos) on medical students’ (MSs) for radiology learning.Material and methodsA cohort of 353 MSs from 2015 to 2018 was prospectively evaluated. MSs were assigned to four groups (high, high-intermediate, low-intermediate, and low achievers) based on their results to a 20-MCQs performance evaluation referred to as the pretest. MSs had then free access to a self-paced course totalizing 61 videos based on abdominal imaging over a period of 3 months. Performance was evaluated using the change between posttest (the same 20 MCQs as pretest) and pretest results. Satisfaction was measured using a satisfaction survey with directed and spontaneous feedbacks. Engagement was graded according to audience retention and attendance on a web content management system.ResultsPerformance change between pre and posttest was significantly different between the four categories (ANOVA, P = 10−9): low pretest achievers demonstrated the highest improvement (mean ± SD, + 11.3 ± 22.8 points) while high pretest achievers showed a decrease in their posttest score (mean ± SD, − 3.6 ± 19 points). Directed feedback collected from 73.3% of participants showed a 99% of overall satisfaction. Spontaneous feedback showed that the concept of “pleasure in learning” was the most cited advantage, followed by “flexibility.” Engagement increased over years and the number of views increased of 2.47-fold in 2 years.ConclusionLearning formats including new pedagogical concepts as blended learning, and current technologies allow improvement in medical student’s performance, satisfaction, and engagement.
Highlights
Past decades were highly impacted by rapid technological advancements and the introduction of information and communication technologies (ICT)
Performance change between pre and posttest was significantly different between the four categories (ANOVA, P = 10−9): low pretest achievers demonstrated the highest improvement while high pretest achievers showed a decrease in their posttest score
Spontaneous feedback showed that the concept of “pleasure in learning” was the most cited advantage, followed by “flexibility.” Engagement increased over years and the number of views increased of 2.47-fold in 2 years
Summary
Past decades were highly impacted by rapid technological advancements and the introduction of information and communication technologies (ICT) This change led to permanent economic, social, and environmental changes, making nowadays society informationdriven and highly connected [1]. E-learning formats from massive open online courses (MOOC) to short private online courses (SPOC) are widely used in educational sciences, including medical education courses [3, 4] This paradigm shift in learning methods is a disruptive force because it challenges the tradition of lectures and shifts the educational experience in a learner-centered way. Health professions use SPOC technologies to improve the professional medical education of all medical students (MSs), ranging from undergraduate to postgraduates’ trainees [1, 5,6,7,8] These design decisions are driven by economical, logistical, and other planning considerations. SPOCs’ widespread acceptability has led to revised policies in educational standards, whatever are their types, ranging from fully online elements, i.e., computer-based learning environment without classroom components, to primary face-to-face learning with minor online elements [8]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
