Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills

Lehmann, Ronny; Seitz, Anke; Bosse, Hans Martin; Lutz, Thomas; Huwendiek, Sören

doi:10.1016/j.aanat.2016.05.009

Cited by 26 publications

(34 citation statements)

References 16 publications

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“…This result is quite surprising, given the fact that today’s generation of students would be “digitalized” to a large extent. The current findings also contradict other research results that have shown how the integration of teaching videos into student education leads to an increased competence in PE skills [22], [23], [24]. Possibly, our results relate to the fact that the video material was only seen as complementing the handbook and that not all students had access to the videos from the beginning due to access issues.…”

Section: Discussioncontrasting

confidence: 94%

“Heidelberg Standard Examination” – Final year students' experiences with a handbook and instructional videos to improve medical competence in conducting physical examinations

Knauber

König

Herion

et al. 2018

GMS Journal for Medical Education; 35(3):Doc38

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Section: Discussioncontrasting

confidence: 94%

“Heidelberg Standard Examination” – Final year students' experiences with a handbook and instructional videos to improve medical competence in conducting physical examinations

Knauber

König

Herion

et al. 2018

GMS Journal for Medical Education; 35(3):Doc38

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“…6,7 With advances in technology, online video-based instruction is perceived to be more authentic and illustrative, allowing for better retention of knowledge content, and can be particularly effective when used prior to bedside teaching, utilizing the flipped classroom approach. 8–11 A needs assessment of graduating residents at Nationwide Children's Hospital highlighted the need for better teaching of physical examination skills. Our findings were similar to those reported by Grant, Macnab, and Wambera 12 and Begets, Begets, Resaca, Gabhart, and Blankenburg 13 on pediatric residents’ lack of confidence regarding examination of patients with neurological disabilities.…”

Section: Introductionmentioning

confidence: 99%

A Blended Curriculum to Improve Resident Physical Exam Skills for Patients With Neuromuscular Disability

et al. 2019

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IntroductionChildren with neuromuscular disabilities (NMD) receive care in a wide variety of clinical settings. Residents lack training to develop physical examination skills for evaluating patients with NMD. We devised a curriculum to teach residents how to examine patients with NMD using a systematic and simplified approach.MethodsCreation of this resource was a response to a survey of final-year residents that revealed the need for education focused on developing physical examination skills. The curriculum has four components—multimedia PowerPoint with embedded video, knowledge assessment, clinical exam (CEX) assessment, and module feedback—and was completed by 37 residents over an 8-month period from January to September 2016. We utilized knowledge assessment, direct clinical skills observation using the CEX, and module-feedback responses as part of the evaluation.ResultsAll 37 residents completed the curriculum, with an overall knowledge score of greater than 80%. Residents demonstrated most of the desired patient care behaviors on the CEX assessment and provided positive feedback on the quality, usefulness, and applicability of the module, in addition to requesting more curricula to develop their physical examination skills.DiscussionThe CEX assessment provided a unique opportunity for faculty feedback on residents’ physical exam performance. After completing the module, residents achieved high scores in most areas of the standardized CEX and were able to conduct the NMD physical exam in a sensitive manner. The assessment highlighted the need to improve residents’ skills of detecting abnormal clinical findings and communicating with the patient during the physical exam.

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“…Medical student preferences for video podcasts (videos stored in digital form) were revealed to be clear explanations, organized, and concise presentations that could also have playback (viewing rate) accelerated (Pettit et al, ); another report shows students value short videos that present practical examination skills (Lehmann et al, ). Forbes et al () suggest research on and evaluation of the use of videos to support learning should fall into one of four key areas; effectiveness, efficiency, usage, and quality.…”

Section: Introductionmentioning

confidence: 99%

The relationship between student engagement with online content and achievement in a blended learning anatomy course

Green

Whitburn

Zacharias

et al. 2017

Anatomical Sciences Ed

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Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471-477. © 2017 American Association of Anatomists.

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Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills

Cited by 26 publications

References 16 publications

“Heidelberg Standard Examination” – Final year students' experiences with a handbook and instructional videos to improve medical competence in conducting physical examinations

“Heidelberg Standard Examination” – Final year students' experiences with a handbook and instructional videos to improve medical competence in conducting physical examinations

A Blended Curriculum to Improve Resident Physical Exam Skills for Patients With Neuromuscular Disability

The relationship between student engagement with online content and achievement in a blended learning anatomy course

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