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Blended learning of radiology improves medical studentsâ performance, satisfaction, and engagement
Purpose
To evaluate the impact of blended learning using a combination of educational resources (flipped classroom and short videos) on medical studentsâ (MSs) for radiology learning.
Material and methods
A cohort of 353 MSs from 2015 to 2018 was prospectively evaluated. MSs were assigned to four groups (high, high-intermediate, low-intermediate, and low achievers) based on their results to a 20-MCQs performance evaluation referred to as the pretest. MSs had then free access to a self-paced course totalizing 61 videos based on abdominal imaging over a period of 3âmonths. Performance was evaluated using the change between posttest (the same 20 MCQs as pretest) and pretest results. Satisfaction was measured using a satisfaction survey with directed and spontaneous feedbacks. Engagement was graded according to audience retention and attendance on a web content management system.
Results
Performance change between pre and posttest was significantly different between the four categories (ANOVA, P = 10â9): low pretest achievers demonstrated the highest improvement (mean ± SD, + 11.3 ± 22.8 points) while high pretest achievers showed a decrease in their posttest score (mean ± SD, â 3.6 ± 19 points). Directed feedback collected from 73.3% of participants showed a 99% of overall satisfaction. Spontaneous feedback showed that the concept of âpleasure in learningâ was the most cited advantage, followed by âflexibility.â Engagement increased over years and the number of views increased of 2.47-fold in 2 years.
Conclusion
Learning formats including new pedagogical concepts as blended learning, and current technologies allow improvement in medical studentâs performance, satisfaction, and engagement
De la difficulté d'enseigner la modélisation à un public hétérogÚne de physiciens, de mécaniciens et de chimistes. Apprentissage par projet dans le contexte d'un module pluridisciplinaire en deuxiÚme année de Master.
International audienceThe setting of project based learning in the context of a multidisciplinary teaching at the Master 2 level is presented in this paper. This teaching concerns a heterogeneous public of physicists, mechanics and chemists spread over 4 different courses of Master. After a presentation of the architecture of the module, a criticism is made based on the results of three years of evaluations by students. It appears that, although this type of pedagogical approach is rather favourably accepted and favours the development of rather transversal skills, its implementation can be difficult if the collaboration or the cooperation within the pedagogical team is not properly set up.La mise en place d'un apprentissage de type par projet dans le cadre d'un enseignement pluridisciplinaire au niveau Master 2 est présentée dans cette communication. Cet enseignement concerne un public hétérogÚne de physiciens, mécaniciens et chimistes répartis sur 4 différentes filiÚres de Master. AprÚs une présentation de l'architecture du module, une critique de ce module est réalisée en se basant sur les résultats de trois ans d'évaluations par les étudiants. Il apparaßt que, bien que ce type d'approche pédagogique soit plutÎt favorablement accepté et quelle favorise le développement de compétences plutÎt transversales, sa mise en pratique peut s'avérer délicate si la collaboration ou la coopération au sein de l'équipe pédagogique n'est pas correctement mise en place