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Forde C, O’Brien A, Croitoru O, Molloy N, Amisano C, Brennan I, McInerney A. Comparing Face-to-Face, Blended and Online Teaching Approaches for Practical Skill Acquisition: A Randomised Controlled Trial. MEDICAL SCIENCE EDUCATOR 2024; 34:627-637. [PMID: 38887423 PMCID: PMC11180044 DOI: 10.1007/s40670-024-02026-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/08/2024] [Indexed: 06/20/2024]
Abstract
Introduction The efficacy of blended and online teaching methods for practical skill acquisition remains ambiguous, particularly for skills requiring haptic awareness and/or sensory training. This study aims to compare three teaching methods (face-to-face, blended, online) for the acquisition of skills requiring sensory learning and haptic awareness. A secondary aim was to explore student experience of each teaching approach. Design A post-test only randomised controlled trial. Methods Forty-seven participants chose between learning two skills: manual measurement of blood pressure during exercise (BPM) and/or skin fold measurement using callipers (SKM). Participants were randomised to one of three learning groups: face-to-face (n = 23), blended (n = 22) and online (n = 26). Assessors determined skill competency during an in-person skill demonstration session. A survey captured student experiences. Results For SKM, there was a statistically significant difference in skill competency between the online learning group (17% achieved competency) and both the face-to-face (75% achieved competency; p = 0.011) and blended (89% achieved competency; p = 0.001) learning groups. For BPM, the online group had the lowest percentage of participants achieve overall skill competency. Both knowledge-based and sensory-based sub-competencies were negatively affected by the online learning method. For both skills, students in the face-to-face and blended learning group were significantly more confident in their knowledge and their ability to perform the skill in a clinical setting, compared to the online learning group. Conclusion Both face-to-face and blended teaching methods were more effective at leading to skill acquisition and were preferred by students when compared to a fully online teaching method.
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Affiliation(s)
- Cuisle Forde
- Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - Annie O’Brien
- Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, Dublin, Ireland
| | | | - Nadine Molloy
- Department of Physiology, School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - Chiara Amisano
- School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - Iain Brennan
- School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - Adam McInerney
- School of Medicine, Trinity College Dublin, Dublin, Ireland
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Fu Y, Chu F, Lu X, Wang C, Xiao N, Jiang J, Zheng J, Jiang H. Assessment and evaluation of online education and virtual simulation technology in dental education: a cross-sectional survey. BMC MEDICAL EDUCATION 2024; 24:191. [PMID: 38403582 PMCID: PMC10895829 DOI: 10.1186/s12909-024-05171-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 02/12/2024] [Indexed: 02/27/2024]
Abstract
BACKGROUND The global outbreak of coronavirus disease (COVID-19) has led medical universities in China to conduct online teaching. This study aimed to assess the effectiveness of a blended learning approach that combines online teaching and virtual reality technology in dental education and to evaluate the acceptance of the blended learning approach among dental teachers and students. METHODS The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist was followed in this study. A total of 157 students' perspectives on online and virtual reality technology education and 54 teachers' opinions on online teaching were collected via questionnaires. Additionally, 101 students in the 2015-year group received the traditional teaching method (TT group), while 97 students in the 2017-year group received blended learning combining online teaching and virtual reality technology (BL group). The graduation examination results of students in the two groups were compared. RESULTS The questionnaire results showed that most students were satisfied with the online course and the virtual simulation platform teaching, while teachers held conservative and neutral attitudes toward online teaching. Although the theoretical score of the BL group on the final exam was greater than that of the TT group, there was no significant difference between the two groups (P = 0.805). The skill operation score of the BL group on the final exam was significantly lower than that of the TT group (P = 0.004). The overall score of the BL group was lower than that of the TT group (P = 0.018), but the difference was not statistically significant (P = 0.112). CONCLUSIONS The blended learning approach combining online teaching and virtual reality technology plays a positive role in students' learning and is useful and effective in dental education.
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Affiliation(s)
- Yu Fu
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Fengqing Chu
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
- Department of Basic Science of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Xiaoqing Lu
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Chenxing Wang
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Na Xiao
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Jiajia Jiang
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Jue Zheng
- School of Health Policy and Management, Nanjing Medical University, Nanjing, China.
| | - Hongbing Jiang
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China.
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China.
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Baskici C, Aytar A, Ersoy H, Wiktsröm-Grotell C, Arell-Sundberg M, Neves H, Coutinho V, Blaževičienė A, Vaškelytė A, Söderlund A, Fritz J, Strods R, Jansone-Ratinika N, Kav S. "Being in the digital box". Academic staff experiences in online practical teaching: A qualitative study from six universities and countries. Heliyon 2024; 10:e24275. [PMID: 38298646 PMCID: PMC10827755 DOI: 10.1016/j.heliyon.2024.e24275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Revised: 01/03/2024] [Accepted: 01/05/2024] [Indexed: 02/02/2024] Open
Abstract
The COVID-19 pandemic has caused radical changes in education, as in everything else, bringing many challenges. Despite all the difficulties, the COVID-19 pandemic has enormous opportunities for online teaching and the use of digital technologies. A comprehensive understanding of this period is needed to investigate these opportunities. Thus, this study aims to explore the academic staff's experiences of online teaching and the use of digital technologies in practical skills-based courses in health care education. This study was conducted at six universities from six countries (Türkiye, Sweden, Finland, Portugal, Latvia, Lithuania). Data were collected between June 17, 2021 and November 30, 2021 via a focus group with an in-depth interview technique. 22 focus group interviews were conducted with a total of 117 participants. Colaizzi's method was used to evaluate the data to discover, comprehend, and define the experiences of academic staff. The analysis of the interview data resulted in 6 themes, 25 subthemes and 56 categories that captured participants' experiences regarding online teaching of practical skills and using digital technologies in health care education. The findings of the study provide crucial information that will help online teaching and digital technology for practical skills be successfully integrated.
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Affiliation(s)
- Cigdem Baskici
- Department of Healthcare Management, Başkent University, Ankara, Turkey
| | - Aydan Aytar
- Department of Orthopedic Physiotherapy and Rehabilitation, University of Health Sciences, Ankara, Turkey
| | - Halil Ersoy
- Department of Computer Education and Instructional Technology, Başkent University, Ankara, Turkey
| | - Camilla Wiktsröm-Grotell
- Graduate School and Research, Arcada University of Applied Sciences, Helsinki, Finland
- Department of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Marina Arell-Sundberg
- School of Engineering, Culture and Wellbeing, Arcada University of Applied Sciences, Helsinki, Finland
| | - Hugo Neves
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal
| | - Verónica Coutinho
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, Coimbra, Portugal
| | | | - Alina Vaškelytė
- Department of Nursing, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Anne Söderlund
- Graduate School and Research, Arcada University of Applied Sciences, Helsinki, Finland
- Department of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Johanna Fritz
- Department of Physiotherapy, School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Raimonds Strods
- Centre for Educational Growth, Rīga Stradiņš University, Rīga, Latvia
| | | | - Sultan Kav
- Department of Nursing, Başkent University, Ankara, Turkey
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4
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O’Brien A, Forde C. Health science staff and student experiences of teaching and assessing clinical skills using digital tools: a qualitative study. Ann Med 2023; 55:2256656. [PMID: 37725836 PMCID: PMC10512752 DOI: 10.1080/07853890.2023.2256656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Accepted: 09/04/2023] [Indexed: 09/21/2023] Open
Abstract
INTRODUCTION Once considered a supplement to traditional teaching approaches, digital tools now play a pivotal role in building core clinical competencies. This study aims to explore staff and student experiences of navigating the challenges of teaching and assessing clinical skills using digital technology. It also aims to provide insight into what skills, or aspects of skills, may be best suited to digitally enhanced teaching, thereby advancing the future of health science education. METHODS This qualitative study comprises the second phase of data generation for a mixed-methods research project entitled DEPTH (Digitally Enhanced Practical Teaching in Health Science). Health science staff and students expressed interest in taking part in the current study during the first stage of data collection. Qualitative data was collected in January 2022 through semi-structured group interviews and individual semi-structured interviews. An interpretivist qualitative research design underpinned by a critical realist epistemological position was used. Themes were generated following Braun and Clarke's 6-step process for reflexive thematic analysis. RESULTS Overall, 10 staff and 8 students across 11 health science disciplines participated in this research. Fourteen hours of transcripts were analysed and 4 themes generated. Our findings highlight the suitability of digitally enhanced teaching for low-stake skills requiring visual and auditory training, while skills requiring tactile training require in-person practice to build student competency. Importantly, our findings indicate a desire for increased remote teaching. While our work was not specifically aimed at documenting experiences related to the Covid-19 pandemic, all participants had lived experience teaching or learning during the pandemic and many spoke specifically about this. CONCLUSIONS The timing of this paper captures a novel moment in the history of clinical pedagogy. Staff and students advocate for the continued integration of technology into health science education generally, and clinical skills teaching specifically. For this to be successful, judicious selection of methods, skills, skill components and technology, that can be appropriately mapped onto specific learning outcomes, is required.
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Affiliation(s)
- Annie O’Brien
- Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, Dublin, Ireland
| | - Cuisle Forde
- Discipline of Physiotherapy, School of Medicine, Trinity College Dublin, Dublin, Ireland
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5
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Inamochi Y, Kohno EY, Wada J, Murakami N, Takaichi A, Arai Y, Ueno T, Fueki K, Wakabayashi N. Knowledge acquisition efficacy of a remote flipped classroom on learning about removable partial dentures. J Prosthodont Res 2023; 67:444-449. [PMID: 36418083 DOI: 10.2186/jpr.jpr_d_22_00147] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/01/2023]
Abstract
PURPOSE Coronavirus disease 2019 has forced the use of remote education worldwide. In 2020, the authors conducted a fully digitized, remote flipped (RF) classroom focusing on removable partial dentures. This study aimed to evaluate the learning outcomes of the RF classroom and compare these with those of the on-site classroom. METHODS The fourth-year dental students in 2017-2019 attended on-site flipped classroom (OF; n=70) or on-site lecture classroom (OL; n=67), and those in 2020 (n=58) attended the RF classroom. Lecture videos and text were provided online in the OF and RF groups, while only the text was given to the OL group. Individual and group tests were conducted to assess knowledge acquisition one week after all the classes ended. A one-way analysis of variance following Tukey's test was performed to compare individual/group test scores among the OF, OL, and RF groups. Multilevel linear regression analysis was performed to identify the factors associated with an increase in each test score. RESULTS The mean individual test scores in the RF and OF groups were significantly higher than in the OL group (P<0.01). The mean group test score in the RF group was significantly higher than in the OF and OL groups (P<0.001). The multilevel analysis identified remote and flipped classroom styles in the individual test, and the remote style in the group test, as significant effective factors in learning (P<0.05). CONCLUSIONS These results suggest that the RF classroom is more effective than the on-site lecture in knowledge acquisition in undergraduate prosthodontic education.
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Affiliation(s)
- Yuka Inamochi
- Department of Masticatory Function and Health Science, Graduate School, Tokyo Medical and Dental University (TMDU), Tokyo, Japan
| | - Eiko Yoshida Kohno
- Institute of Research, Tokyo Medical and Dental University (TMDU), Tokyo, Japan
| | - Junichiro Wada
- Department of Advanced Prosthodontics, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University (TMDU), Tokyo, Japan
| | - Natsuko Murakami
- Department of Advanced Prosthodontics, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University (TMDU), Tokyo, Japan
| | - Atsushi Takaichi
- Department of Advanced Prosthodontics, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University (TMDU), Tokyo, Japan
| | - Yuki Arai
- Department of Advanced Prosthodontics, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University (TMDU), Tokyo, Japan
- Department of Orthodontics, University of Texas Health Science Center at Houston School of Dentistry, Houston, TX, United States
| | - Takeshi Ueno
- Department of Advanced Prosthodontics, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University (TMDU), Tokyo, Japan
| | - Kenji Fueki
- Department of Masticatory Function and Health Science, Graduate School, Tokyo Medical and Dental University (TMDU), Tokyo, Japan
| | - Noriyuki Wakabayashi
- Department of Advanced Prosthodontics, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University (TMDU), Tokyo, Japan
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Judy LM, Morrow C, Seo NJ. Development and evaluation of an efficient training program to facilitate the adoption of a novel neurorehabilitation device. J Rehabil Assist Technol Eng 2023; 10:20556683231158552. [PMID: 36818163 PMCID: PMC9932764 DOI: 10.1177/20556683231158552] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Accepted: 02/03/2023] [Indexed: 02/16/2023] Open
Abstract
Many rehabilitation devices are not adopted by therapists in practice. One major barrier is therapists' limited time and resources to get training. The objective of this study was to develop/evaluate an efficient training program for a novel rehabilitation device. The program was developed based on structured interviews with seven therapists for training preference and composed of asynchronous and in-person trainings following efficient teaching methods. The training program was evaluated for six occupational therapy doctoral students and six licensed therapists in neurorehabilitation practice. Training effectiveness was evaluated in a simulated treatment session in which 3 trainees shifted their roles among therapist applying the device, client, and peer assessor. In results, 11 of the 12 trainees passed the assessment of using the device in simulated treatment sessions. One trainee did not pass because s/he did not plug in the device to charge at the end. The in-person training fit within 1-h lunch break. All trainees perceived that they could effectively use the device in their practice and both asynchronous and in-person training easily fit into their schedule. This project serves as an example for development of an efficient and effective training program for a novel rehabilitation device to facilitate clinical adoption.
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Affiliation(s)
- Laura M Judy
- Division of Occupational Therapy,
Department of Rehabilitation Sciences, Medical University of South
Carolina, Charleston, SC, USA
| | - Corey Morrow
- Department of Health Sciences and
Research, College of Health Professions, Medical University of South
Carolina, Charleston, SC, USA
| | - Na Jin Seo
- Division of Occupational Therapy,
Department of Rehabilitation Sciences, Medical University of South
Carolina, Charleston, SC, USA,Department of Health Sciences and
Research, College of Health Professions, Medical University of South
Carolina, Charleston, SC, USA,Ralph H. Johnson VA Health Care
System, Charleston, SC, USA,Na J Seo, Division of Occupational Therapy,
Department of Rehabilitation Sciences, Medical University of South Carolina, 77
President Street, Charleston, SC 29425, USA.
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Virtual Practical Examination for Student Nurse Educators in Health Sciences Education during the COVID-19 Pandemic: A Narrative Review. NURSING REPORTS 2023; 13:214-229. [PMID: 36810272 PMCID: PMC9944566 DOI: 10.3390/nursrep13010021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2022] [Revised: 02/02/2023] [Accepted: 02/03/2023] [Indexed: 02/11/2023] Open
Abstract
(1) Background: There is a gap in the literature that explores challenges and opportunities relating to virtual or e-assessment health science education with particular relevance to the Health Sciences Education practical examination for student nurse educators. Therefore, this review aimed to address this gap and provide recommendations for enhancing identified opportunities and for overcoming identified challenges.; (2) Methods: The review was conducted across Google Scholar, PubMed/MEDLINE, Science Direct, Directory of Open Access Journals, Complementary Index, SCOPUS, and the Cumulative Index to Nursing and Allied Health Literature (CINAHL) with the intention of identifying opportunities and challenges presented by e-assessment in the HSE practical examination for student nurse educators during the COVID-19 pandemic.; (3) Results: The following aspects are discussed: (1) opportunities, including benefits, for both student nurse educators and facilitators and opportunities for Nursing Education; and (2) challenges, including issues with accessibility and connectivity as well as the attitudes of both students and facilitators.; (4) Conclusions: Despite challenges which included connectivity issues that led to frustration and stress, the unpreparedness and attitudes of students and facilitators, there are some opportunities that have emerged from e-assessment that can be beneficial to both the students and the facilitators, as well as the institutions. These include a reduced administrative burden, improved teaching and learning, and immediate feedback from facilitators to students and from students to facilitators.
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Kaldas P, Suthakaran R, Weinberg L, Lee D, Al‐Habbal Y. Evaluating the effect of online surgical education on intraoperative cholangiogram interpretation: a pilot study. ANZ J Surg 2022; 92:2560-2564. [DOI: 10.1111/ans.18027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Revised: 08/09/2022] [Accepted: 08/23/2022] [Indexed: 11/28/2022]
Affiliation(s)
- Peter Kaldas
- Department of Surgery Austin Health Melbourne Australia
| | | | - Laurence Weinberg
- Department of Surgery Austin Health Melbourne Australia
- Department of Anaesthesia Austin Health Melbourne Australia
- Department of Critical Care The University of Melbourne, Austin Health Melbourne Australia
| | - Dong‐Kyu Lee
- Department of Anesthesiology and Pain Medicine Dongguk University Ilsan Hospital Goyang Republic of Korea
| | - Yahya Al‐Habbal
- Department of Surgery Austin Health Melbourne Australia
- Department of Surgery Western Health Melbourne Australia
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