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. 2014 Jan 27:14:17.
doi: 10.1186/1472-6920-14-17.

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

David A Back, Nicole Haberstroh, Andrea Antolic, Kai Sostmann, Gerhard Schmidmaier, Eike Hoff

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

David A Back et al. BMC Med Educ. .

Abstract

Background: While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students' satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment.

Methods: The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups.

Results: Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups.

Conclusions: This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills.

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Figures

Figure 1
Figure 1
Examination video. Legend: Example of an examination situation of the shoulder (here: Special tests – Apprehension-Test) as shown in the videos on NESTOR.
Figure 2
Figure 2
Flowchart with study design and number of participants. Legend: Detailed presentation when tests, OSCE and evaluation were performed during the semester and how many students participated (n). The number of NESTOR users and non-users are shown in brackets.
Figure 3
Figure 3
Results of written tests and OSCE. Legend: (a) The results of the written pre-test, post-test 1 and post-test 2 for users and non-users of NESTOR showed significant improvement in post-test 1 and 2 for both groups, compared to the pre-test (p < 0.001). NESTOR users further improved significantly from post-test 1 to 2 (p = 0.009), whereas non-users did not. (b) The Results of the objective structured clinical examination (OSCE) showed no differences comparing users and non-users of NESTOR. Whisker = standard deviation.
See this image and copyright information in PMC

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