Background Paediatric orthopaedics is a significant and difficult for undergraduate students to master. During the COVID-19 pandemic, we used the WeChat platform to combine the advantages offered by problem-based learning (PBL), case-based learning (CBL) and paper review teaching methods to establish a new blended online teaching model and demonstrated its feasibility and effectiveness. Objective This study aims to demonstrate the feasibility and effectiveness of a new blended pedagogical method that uses the WeChat platform and combines PBL, CBL and paper review. Methods We enrolled 22 students participating in the Department of Paediatric Orthopaedics. They participated in the WeChat blended pedagogy mode. Their departmental rotation examination scores were compared with those of 23 students who participated in the traditional teaching method. Moreover, an anonymous questionnaire was used to evaluate students’ perceptions and experiences. Results The total average scores of students who participated in the WeChat blended pedagogy mode and the traditional teaching method were 47.27 and 44.52, respectively. There were no statistically significant differences between the online teaching mode and the traditional teaching method in terms of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P = 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the scores associated with the WeChat blended pedagogy mode were 8.00, 8.00 and 6.00, whereas those associated with the traditional teaching method were 6.70, 6.87 and 7.48. The overall satisfaction with the WeChat blended pedagogy mode reached 100%. A total of 64%, 86%, 68%, 64% and 59% of students chose very large or large in response to the items concerning professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills, respectively. Fifteen participants claimed that the WeChat blended pedagogy mode was less helpful to them with regard to promoting the improvement of their clinical skills. Nine students claimed that the WeChat blended pedagogy mode was time-consuming. Conclusions Our study verified the feasibility and effectiveness of the WeChat blended pedagogy mode for undergraduate paediatric orthopaedics internships. Trial Registration Retrospectively registered.
Background: Pediatric orthopedics is a significant and difficult discipline that is for undergraduate students to master. During the COVID-19 pandemic, we relied on the WeChat platform and integrated the advantages of PBL, CBL and paper review teaching methods to establish a blended new online teaching model and demonstrate its feasibility and effectiveness. Objective: This study aims to explore a new blended pedagogical method merged PBL, CBL and Paper Review, which is relied on the WeChat platform and based on real clinical cases and frontier literatures for undergraduate participated in a internship pediatric orthopaedics and to demonstrate its feasibility and effectiveness. Methods: We enrolled 22 students participating in the Department of Pediatric Orthopaedics. They adopted the WeChat blending pedagogy mode. Their scores of departmental rotation examination were compared with 23 intern doctors who adopted the traditional teaching method. Moreover, an anonymous questionnaire was administered to evaluate students’ perceptions and experiences. Results: The total average score of students adopted WeChat blending pedagogy mode and traditional teaching methods was 47.27 and 44.52. There was no statistically significant between WeChat blending pedagogy mode and traditional teaching methodin the aspect of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P= 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the score of WeChat blending pedagogy mode was 8.00, 8.00 and 6.00, whereas the traditional teaching methods was 6.70, 6.87 and 7.48. The response rate to the questionnaire was 100% (22/22). and theoverall satisfaction reached 100%. 64%, 86%, 68%, 64% and 59% of students chose very large or large in the aspect of professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills. 15 participants considered that WeChat blending pedagogy mode was less helpful to them in promoting the improvement of clinical skills. 9 students thought the WeChat blending pedagogy mode was time-consuming. Conclusions: Our study verified the feasibility and effectiveness of WeChat blending pedagogy mode for undergraduate pediatric orthopaedics internship. Trial registration: Retrospectively registered.
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