Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students.
Purpose: The aim of the study was to assess the effectiveness of blended learning modules for radiological anatomy among first-year medical students by estimating knowledge gain and evaluating student perceptions. Methods: A single-group, pre- and post-test study design was utilized. Five radiologic...
| Publicado en: | Surgical & Radiologic Anatomy Vol. 43; no. 4; pp. 489 - 497 |
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| Autores principales: | , , , , |
| Formato: | Journal Article |
| Publicado: |
Springer Nature
Apr2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149650017&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149650017 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09301038 O1L jtl: Surgical & Radiologic Anatomy issn: 09301038 maglogo: N pubinfo: dt: Apr2021 vid: 43 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 149650017 146005840 10.1007/s00276-020-02572-x 149650017 ppf: 489 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effectiveness of blended learning in radiological anatomy for first year undergraduate medical students. aug: au: Nagaraj, Chitra Yadurappa, Shyamala Bhadravathi Anantharaman, Lakshmi Trikkur Ravindranath, Yogitha Shankar, Nachiket affil: Department of Anatomy, St. John's Medical College, Sarjapur Road, 560034, Bangalore, Karnataka, India sug: ab: Purpose: The aim of the study was to assess the effectiveness of blended learning modules for radiological anatomy among first-year medical students by estimating knowledge gain and evaluating student perceptions. Methods: A single-group, pre- and post-test study design was utilized. Five radiological anatomy modules consisting of online presentations and self-assessment quizzes were developed for the upper limb, lower limb, head and neck, thorax, and abdomen and pelvis. The content of the modules was uploaded on to a learning management system called TYRO. Each module focused on the normal anatomical features observed on plain and contrast radiographs. Other relevant imaging modalities and clinical contexts were also introduced. During the classroom session, the students were instructed to peruse the modules and answer the self-assessment quiz. The teacher in the classroom acted as a facilitator and was available to the students for any clarifications. A pre- and post-test was administered to the students before and after exposure to the modules, respectively. A paired t test was used to estimate differences in the pre- and post-test scores. Students' perceptions were assessed using a questionnaire. Results: One-hundred students attended both the tests. The mean and standard deviation of pre- and post-test scores were 17 ± 5.5 and 26 ± 7.6, respectively, and this difference was significant. Students' perceptions about the intervention were on the whole positive. Conclusion: A significant improvement in the knowledge of radiological anatomy was noted after exposure to five blended learning modules of radiological anatomy. The modules were well received by the students. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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