Cardiac Physiology: Comparison of an E-Learning and Classroom-Based Resource for First-Year Medical Students

Autor/in	Jamieson, Elias
Titel	Cardiac Physiology: Comparison of an E-Learning and Classroom-Based Resource for First-Year Medical Students
Quelle	In: Journal of Biological Education, 54 (2020) 5, S.548-560 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2019.1620315
Schlagwörter	Medical Education; Medical Students; Teaching Methods; Comparative Analysis; Medical Schools; Heart Disorders; Diseases; Electronic Learning; Classroom Environment; Patients; Self Efficacy; Student Attitudes; Feedback (Response); Pharmacology; Learner Engagement; Instructional Effectiveness; Foreign Countries; United Kingdom (Manchester) + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Herzkrankheit; Disease; Krankheit; Klassenklima; Unterrichtsklima; Patient; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Arzneikunde; Unterrichtserfolg; Ausland
Abstract	Medical education is moving towards more interactive teaching methods. During Year 1 at Manchester Medical School (MMS), students study the heart in preparation for the hospital-based years of study. Cardiovascular disease (CVD) is the main cause of mortality worldwide and thus, the content studied in Year 1 is essential for practising clinicians. This study produced an e-learning resource (ELR) and a classroom-based lesson (CBL), which both aimed to increase students' understanding of CVD by using 'patient'-centred activities. Confidence surveys pre- and post-resource were used to assess their efficacy, while questionnaires and verbal feedback assessed the resources' enjoyability. It was hypothesised the resources would increase participants' confidence in their understanding of CVD. As hypothesised, Year 1 students' confidence significantly increased after both resources (Wilcoxon matched pairs signed rank test, n = 22 for ELR and n = 13 for CBL, P < 0.05), and feedback suggested students found the resources enjoyable and engaging. Students reported greater confidence increases in their pharmacology knowledge and communication skills after the CBL vs ELR, whilst confidence in their anatomy and physiology knowledge had greater increases after the ELR. These findings support studies that suggest interactive learning is effective and suggest different teaching methods could be used to provide a well-rounded education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01