Blended learning of radiology improves medical students’ performance, satisfaction, and engagement

Vavasseur, Adrien; Muscari, Fabrice; Meyrignac, Olivier; Nodot, Matthieu; Dédouit, Fabrice; Revel-Mouroz, Paul; Dercle, Louis; Rozenblum, Laura; Wang, Lucy; Maulat, Charlotte; Rousseau, Hervé; Otal, Philippe; Dercle, Laurent; Mokrane, Fatima-Zohra

doi:10.1186/s13244-020-00865-8

Cited by 41 publications

(38 citation statements)

References 56 publications

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“…Most of the research articles revealed many advantages of SDL. Self-assessment, identifying skills, and confidence-building were the major advantages cited (1,(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25). Various methods, such as problem-based learning, flipped classroom, and case-based learning, helped students work on themselves to gain knowledge, and analyze and interpret it with critical thinking, and also apply it leading to a definite diagnosis.…”

Section: Discussionmentioning

confidence: 99%

Scope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

2021

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Context: Self-directed learning (SDL) is an individual’s ability to effectively use various strategies to reach his/her learning goals. We conducted this systematic review to explore the different methods, advantages, and challenges in SDL. Method: A systematic and comprehensive literature search on PubMed, Scopus, and Google Scholar databases was carried out using keywords such as “self-directed learning”, “self-regulated learning”, and “medical undergraduate curriculum” among articles published between 2010 and 2020. Original articles having methods, advantages, or challenges were included. The data were summarized and analyzed thematically. Results: Out of the total number of 1781 screened articles, sixteen eligible studies were included in the systematic review. Flipped classrooms, problem-based learning, case-based scenarios, video lectures, and e-learning were the commonly used methods. Self-assessment, time management, motivation, teamwork, and critical thinking were the advantages. Faculty guidance, time constraints, distraction due to technology, lack of organizational skills, and difficulty to learn complex topics were the common challenges of SDL. Conclusions: Most of the articles in recent years explain the growing interest in SDL in the medical curriculum. Despite numerous advantages of SDL, there are several challenges and limitations due to the lack of specific and defined guidelines on its implementation. Further research is required for structured methods and strategies for SDL effective implementation.

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Section: Discussionmentioning

confidence: 99%

Scope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

2021

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“…A study about Video-Based Learning showed that the effectiveness of this tool is augmented by the teachers' consideration to manage and maximize students' engagement (30). This suggests that when dealing with large cohorts that teach students from many courses, the development of more speci c e-learning materials is required for engagement levels to be maintained.…”

Section: Knowledge Attainmentmentioning

confidence: 99%

“…Young adults make an extensive use of video in their daily lives (49). The use of level-adapted video-based learning (VBL) is a new and innovative concept that meets the expectations of both teachers and students besides VBL increased the motivation of the students (30,50). Real time interactive tutorials such as streaming have been found to be more bene cial than links to a pre-recorded video of the tutorial (22,23).…”

Section: Platformsmentioning

confidence: 99%

Turning A Crisis into Opportunity, E-Learning During COVID-19 Pandemic: A Cross-Sectional Study

Hani

Hijazein

Hadadin

et al. 2020

Preprint

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Background: The COVID-19 pandemic highlighted the necessity of e-learning, which has been integrated in education worldwide at varying degrees. The University of Jordan has started introducing e-learning in its curriculum. However, the COVID-19 pandemic accelerated the process. This study aims to assess the satisfaction and knowledge attainment of the medical students through distant learning during the COVID-19 pandemic.Methods: This is a cross-sectional, self-reported, questionnaire-based study that was conducted at the School of Medicine at the University of Jordan in April 2020. The targeted population was the students at the school of medicine throughout the basic and clinical years of study. Results: 506 of the 1000 student participants are basic science students (BSS) and 494 are clinical science students (CS), 65.5% of all students were either satisfied, or neutral with e-learning. The most popular devices used to connect to the internet are the mobile phone, and the laptop. Streaming (Zoom and Skype) video conference platforms are used by 60% of students. Conclusion: Transition from traditional in-class teaching to distant learning, whether full or blended, is an inevitable step. It is not a lockdown redemption plan instead a step that needs commitment from the teaching institutions, the teachers, and the students.

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“…Using pre-recorded video lectures in e-learning has been previously evaluated for teaching radiological contents to medical students [ 8 , 21 , 23 , 27 , 31 ]. However, to the best of our knowledge, there are no sufficient published data on the use of recorded live virtual sessions.…”

Section: Discussionmentioning

confidence: 99%

Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement

Alamer

Alharbi

2021

Insights Imaging

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Background The COVID-19 pandemic has impacted education in myriad ways, primarily leading to an abrupt paradigm shift in teaching and learning practices towards distance learning. The study aims to assess the effectiveness of teaching radiology to undergraduate medical students using synchronous distance learning compared to traditional on-campus learning through exploring students’ perceived satisfaction and concerns. Students’ perceptions were correlated with their attendance, grades, and frequency of technical difficulties. Methods The study was designed as an observational study involving fourth-year medical students (2019/2020) from two institutions. The cohort students were exposed to traditional learning, distance learning, or both. Students completed an online self-administered questionnaire concerning their perceptions of distance learning. Students’ attendance, engagement, technical difficulties, and post-clerkship knowledge assessments were analyzed using descriptive and inferential statistics. Results A total of 145 participants completed the clerkship using the following strategies: traditional learning (n = 66), both traditional and distance learning (n = 67), and distance learning alone (n = 12). The most important result indicates that the abrupt transition to distance learning was well perceived. Most students preferred distance learning over traditional learning in the radiology clerkship (p = .05). During the synchronous sessions, student attendance was high, reaching to 100%. Technical difficulties were limited (1.9%), and they did not affect learning. Conclusion Synchronous distance teaching promotes learning, interaction, and enjoyment in undergraduate radiology education, and it can be as effective as traditional on-campus learning. The technical difficulties encountered, although they were limited, can be overcome by recording the synchronous sessions.

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Blended learning of radiology improves medical students’ performance, satisfaction, and engagement

Cited by 41 publications

References 56 publications

Scope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

Scope and Challenges of Self-Directed Learning in Undergraduate Medical Education: A Systematic Review

Turning A Crisis into Opportunity, E-Learning During COVID-19 Pandemic: A Cross-Sectional Study

Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement

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