Interactive e-learning course versus virtual traditional teaching on fetal motility, a cohort comparison of medical students

Abstract

Background: Ultrasound examination is an important application in obstetrics. Fetal motor assessment can help to discriminate severe diseases, such as those underlying abnormal fetal joint position. However, standardized training is lacking. It was investigated whether virtual traditional teaching (TT) initiated by the coronavirus 2019 (COVID-19) pandemic gave equal outcome, compared to the prior blended teaching (BT) course on fetal motility. Methods: In total 96 medical students were included, 51 underwent BT versus 45 TT. BT underwent live supervised interactive e-learning and TT plenary virtual lecture. Both groups made the same individual assignments. The first assignment evaluated course knowledge in four video fragments on single specific movement patterns (SMPs), the second assignment consisted of three fragments with various SMPs, students were asked to score differentiation and qualitative performance. Results: BT and TT showed equally high correct answers on four individual SMPs. The second assignment revealed that BT and TT scored similarly in differentiation of SMPs. Two fetuses with normal motility were equally well scored in half of the items, BT scored speed and amplitude better, TT scored better in speed (other fetus) and overall conclusion. The one fetus with abnormal movements was scored by BT and TT similarly, 75% of both groups scored the fetus as moving suspect or abnormal. Conclusions: Evaluation of medical students’ motor assessment skills after BT and TT revealed a nearly equally high yield of the courses in distinguishing SMPs and similar judgement of aspects and overall qualitative performance.