E-learning and deliberate practice for oral case presentation skills: A randomized trial

Abstract

Background: Oral case presentations are critical for patient care and student assessment. The best method to prepare early medical students for oral presentations is unknown. Aim: We aimed to develop and evaluate a curriculum of on-line learning and deliberate practice to improve pre-clinical students' case presentation skills. Methods: We developed a web-based, interactive curriculum emphasizing conciseness and clinical reasoning. Using a waitlist control design, we randomly assigned groups of second-year students to receive the curriculum in December 2010 or in April 2011. We evaluated their presentations at three time points. We also examined the performance of an untrained class of students as a historical comparison. Results: We evaluated 132 second-year medical students at three time points. After the curriculum, mean scores of the intervention students improved from 60.2% to 70.1%, while scores of the waitlist control students improved less, from 61.8% to 64.5% ( p 5 0.01 for between-group difference in improvement). Once all students had received the curriculum, mean scores for the intervention and waitlist control students rose to 77.8% and 78.4%, respectively, compared to 68.1% for the untrained comparison students ( p 5 0.0001 compared to all curriculum students). Conclusion: An on-line curriculum followed by deliberate practice improved students' oral presentation skills.

Improvement of Radiological Teaching – Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge

“…Although "supine chest X-ray" questions were the main focus, more than a third of the questions addressed CT. We can explain the success ▶ After establishment of the conversion, a further improvement could be intensification of the self-learning phase in the online preparation to provide factual knowledge via blended learning concepts such as the flipped classroom [22,23]. In this case, and especially in the online follow-up, an increased integration of the well-known advantages of e-learning [4,30] would probably be varied and promising. To allow each student to assume each role at least once (finding, assessment, accepting and giving feedback on the finding and assessment), a limitation on the number of cases to be worked on would be necessary.…”

Evaluating Oral Case Presentations Using a Checklist

“…6 The published literature, however, includes little about OCP teaching and evaluation. 1,7,8 Existing studies focus on third-year medical students or residents and address improving OCPs through rhetorical analysis, 2 note card guidelines, 9,10 clinical reasoning curricula, [9][10][11] and a structured method. 12 To the best of our knowledge, no studies to date have addressed OCP training for preclinical medical students.…”

Authentic Assessment Design in Accounting Courses: A Literature Review

“…Blended learning, where online activities are combined with traditional face-to-face learning, is proven to be more successful than face-to-face learning alone (Heiman et al, 2012). Accounting professors are already assigning students with video tasks or projects, the evidence being an increase in their availability online.…”

“…There are many forms of oral assessments which could be utilized (Joughin, 2010), whilst some might be appropriate to peer assessment (De Grez, Valcke, & Roozen, 2012;Magin & Helmore, 2001;Van Zundert, Sluijsmans, & Van Merriënboer, 2010), others might be more appropriate to a blended learning environment (Heiman et al, 2012). Additionally, if being utilized as a process of collegial group work, oral assessments might create a beneficial effect on the learning experience and engagement of first year student (Nash, Crimmins, & Oprescu, 2016).…”