Abstract
BackgroundThe compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Web-based learning can be used in different ways to enhance learning. Little is however known regarding its optimal utilisation. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting.MethodsThe programme, with three types of modules (learning content, self-assessment questions and interactive ECG interpretation training), was offered on a voluntary basis during a face to face ECG learning course for undergraduate medical students. The Index of Learning Styles (ILS) and a general questionnaire including questions about computer and Internet usage, preferred future speciality and prior experience of E-learning were used to explore different factors related to the choice of using the programme or not.Results93 (76%) out of 123 students answered the ILS instrument and 91 the general questionnaire. 55 students (59%) were defined as users of the web-based ECG-interpretation programme. Cronbach's alpha was analysed with coefficients above 0.7 in all of the four dimensions of ILS. There were no significant differences with regard to learning styles, as assessed by ILS, between the user and non-user groups; Active/Reflective; Visual/Verbal; Sensing/Intuitive; and Sequential/Global (p = 0.56-0.96). Neither did gender, prior experience of E-learning or preference for future speciality differ between groups.ConclusionAmong medical students, neither learning styles according to ILS, nor a number of other characteristics seem to influence the choice to use a web-based ECG programme. This finding was consistent also when the usage of the different modules in the programme were considered. Thus, the findings suggest that web-based learning may attract a broad variety of medical students.
Highlights
The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time
Ninety-three (76%) out of the 123 students answered the Index of Learning Styles instrument and 91 (74%) the general questionnaire. 55 (59%) out of 93 students were defined as users of the web-based ECG-system
In this study we found no evidence supporting that students’ learning styles, according to Index of Learning Styles (ILS), influence the choice to use the web-based ECG-interpretation programme or not in a blended learning setting
Summary
The compressed curriculum in modern knowledge-intensive medicine demands useful tools to achieve approved learning aims in a limited space of time. Our aim was to investigate if the individual learning styles of medical students influence the choice to use a web-based ECG learning programme in a blended learning setting. The time available to teach the medical curriculum is shortening due to expanding knowledge, and incorporation of new educational modules aiming to a broader competence [1]. We have constructed and started to evaluate a webbased ECG learning programme designed for undergraduate medical students. The medical students ranked the Web-based ECG-interpretation programme as a useful instrument to learn ECG, and performance in a diagnostic test improved with use of the programme [7]. 60% of the students use the programme when offered to them without cost, and about 40% do not.
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