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

Abstract

BackgroundWhile 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.MethodsThe 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.ResultsParticipants (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.ConclusionsThis 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.

E-learning in orthopedic surgery training: A systematic review

“…Nine studies were identified that investigated and compared e-learning to traditional teaching methods. As outcome measures, one study looked at students' selfassessment of clinical abilities, 14 seven studies investigated learners' preparation for clinical procedures, 12,15,16,17,18,19 and two studies focused on students' performance in clinical skills. 20,21 These prospective randomized trials and pilot studies demonstrate that e-learning enhances knowledge acquisition and student satisfaction for preparation and performance in orthopedic skills.…”

“…audiovisual podcasts for diseases; multiple choice questions to enable self-assessment by the students; and online contacts who answer questions promptly. 15 35 of 53 fifth-year medical students chose to supplement their orthopedic course with NESTOR and both NESTOR-users and non-users completed pre-tests, two posttests, an OSCE, and a questionnaire. The NESTOR non-users and the NESTOR-users both improved their scores from pretest to posttest (p < 0.001) with slightly higher scores on the post-tests by NESTOR users.…”

“…20 Back et al created NESTOR, a program that allows learners to choose between examination videos, diseases podcasts, interactive radiological cases, and virtual patients to learn orthopedic topics from student-selected lectures. 15 Hearty et al developed a surgical training platform with a detailed stepby-step roadmap of an orthopedic surgery and Obdeijn made a computer-based module for performing diagnostic wrist arthroscopy. 18,19 Wü nschel et al designed a virtual orthopedic outpatient clinic with twelve virtual patients.…”

Workplace wellness using online learning tools in a healthcare setting

“…Moreover, technology has a key part in the delivery of healthcare education worldwide, with the use of elearning and blended learning approaches found to enhance knowledge, skills and learner satisfaction (Back et al, 2014;Barnard-Ashton, Koch and Rothberg, 2014;Lotrecchiano et al, 2013;Smyth et al, 2012, Ward, Moule andLockyer, 2009). Education delivered through online tools allow for a wide footprint, potentially providing a low-cost, easily accessible means of health education for large numbers of healthcare staff and students (Blake, 2010;NIB, 2014;DH, 2011b).…”

“…Education delivered through online tools allow for a wide footprint, potentially providing a low-cost, easily accessible means of health education for large numbers of healthcare staff and students (Blake, 2010;NIB, 2014;DH, 2011b). Online tools have shown to be an effective method for increasing knowledge in a variety of subject areas, whilst also providing flexibility and accessibility (Back et al, 2014;Keefe and Wharrad, 2012;Wharrad et al, 2012;Windle et al, 2010).…”