Majority Of Students In Group Research Articles

The evaluation of e-learning resources as an adjunct to otolaryngology teaching: a pilot study

BackgroundThe concept of e-Learning has been rapidly accepted as an important component of medical education and is especially adept at teaching clinical skills. However, their impact on learning, particularly in Otolaryngology Head and Neck Surgery (OHNS) medical school curriculum, has yet to be adequately explored. The aim of this pilot study is to develop interactive e-Learning resources and evaluate their impact in enhancing OHNS teaching in medical school.MethodsThis pilot study is a randomized controlled trial assessing the effectiveness of e-Learning resources in enhancing the current traditional lecture and tutorial-based teaching of OHNS in medical school. Nineteen final-year medical students from the University of Sydney were recruited for this study, who were randomly allocated into intervention group with additional e-Learning resources (Group A) and control group (Group B). Student knowledge was assessed through objective structured clinical examinations (OSCE) with use of standardized forms for objective scoring. Assessors were blinded to student randomization status. A post-study questionnaire was distributed to assess student feedback on the e-Learning resources.ResultsEight students were allocated to Group A and 11 students to Group B. Group A performed significantly better than Group B in the overall examination scores (78.50 ± 13.88 v. 55.82 ± 8.23; P = < 0.01). With the minimum pass mark of 65%, the majority of students in Group A was able to pass the OSCE assessments, while the majority of students in Group B failed (87.50% v. 9.10%; P = 0.01). The post-test questionnaire on the e-Learning resources showed very favorable feedback from the students’ perspective.ConclusionResults from our pilot study suggests that the use of interactive online e-Learning resources can be a valuable adjunct in supplementing OHNS teaching in medical school, as they are readily accessible and allow flexible on-demand learning. Future studies involving large numbers of medical students are needed to validate these results.

The application of team-based learning in gastroenterological clinical teaching

Objective To compare the learning outcomes of team-based learning (TBL) and traditional in gastroenterological clinical teaching. Methods Sixty students on eight-year program of clinical medicine were randomly divided into group and tradition group. The two groups adopted and traditional respectively in gastroenterological clinical teaching. The scores for Individual Readiness Assurance Test-baseline (IRAT-baseline), Group Readiness Assurance Test (GRAT) and Individual Terminal Test (ITT) in group were compared. The scores for IRAT-baseline, ITT and clinical practice in group were contrasted with those in tradition group. Besides, students in group were investigated by questionnaire after the experiment. Results Compared with tradition group, group spent more time on before clinical teaching [(85.70±11.43) vs. (35.00±9.47), P=0.000]. In addition, the form of was more diversified in group than that in tradition group. Students in group achieved higher scores in IRAT-baseline [(17.78±5.07) vs. (12.57±4.26), P=0.000], ITT [(23.66±5.36) vs. (18.52±4.54), P=0.000] and clinical practice test [(16.53±5.10) vs. (12.24±4.59), P=0.001] when contrasted to tradition group. group gained higher scores in GRAT than those in IRAT-baseline [(27.82±3.12) vs. (17.78±5.07), P=0.000]. After the teaching intervention, the scores for ITT were higher than those for IRAT-baseline in both group and tradition group [(23.66±5.36) vs. (17.78±5.07), P=0.000; (18.52±4.54) vs. (12.57±4.26), P=0.000]. However, there was no statistical difference in the growth of scores from IRAT-baseline to ITT between group and tradition group [(5.69±2.76) vs. (5.36±2.00), P=0.754]. The result of the questionnaire showed that a majority of students in group (>70%) approved of I was actively involved in TBL is helpful for self-study I've benefited from teacher's explanation in I have benefited from group discussion in and TBL is more attractive than the traditional pedagogy. Nevertheless, more than half of students in group also indicatedKnowledge learned in is more fragmented than that in traditional pedagogy and TBL increased my course load. Conclusions TBL contributes to improving abilities of autonomous learning, clinical thinking, teamwork, communication and knowledge application. This teaching mode could arouse students' learning interests and enhance clinical teaching outcomes. is worth popularizing in gastroenterological clinical teaching. Key words: Gastroenterological diseases; Team-based learning; Clinical teaching