Grasl Matthaeus C, Pokieser Peter, Gleiss Andreas, Brandstaetter Juergen, Sigmund Thorsten, Erovic Boban M, Fischer Martin R
Department of Otorhinolaryngology, Head & Neck Surgery, Medical University of Vienna, Vienna, Austria.
Arch Otolaryngol Head Neck Surg. 2012 Apr;138(4):358-66. doi: 10.1001/archoto.2012.145.
To evaluate students' overall assessment and effectiveness of the web-based blended learning conception "Unified Patient Project" (UPP) for medical students rotating on their otolaryngology internship (ear, nose, and throat [ENT] tertiary).
Prospective comparison group design of the quasiexperimental type.
Medical education.
The experimental group (preintervention test [pretest], intervention, and postintervention test [posttest]) comprised 117 students, and the comparison group (pretest, alternative intervention, and posttest), 119.
In the experimental group, lecturing of case studies was replaced by the blended learning concept UPP. A standardized questionnaire evaluated students' overall assessment of teaching otolaryngology. A pretest and posttest using multiple choice questions was administered to clarify whether the UPP has led to a knowledge gain.
The comparison group was more satisfied with their teaching; however, this was not statistically significant (P = .26) compared with the UPP. Students with higher preknowledge benefitted from the UPP, while students with lower preknowledge did not (P = .01). On average, posttest results in the experimental group exceeded those of the comparison group by 8.7 percentage points for a 75% preknowledge of the maximum attainable score, while they fell below those of the comparison group by 8.1 percentage points for a 25% preknowledge.
Students' satisfaction with the blended learning concept UPP was lower than in the face-to-face teaching, although this was not statistically significant. The new web-based UPP leads to an improved knowledge in clinical otolaryngology for all students. Students with lower preknowledge benefitted more from face-to-face teaching than from the UPP, while students with higher preknowledge benefitted more from the UPP. This implies students with poor preknowledge need special promotion programs.
评估“统一患者项目”（UPP）这一基于网络的混合式学习理念对正在进行耳鼻喉科实习（耳鼻喉科三级实习）的医学生的总体评价及效果。
准实验类型的前瞻性比较组设计。
医学教育。
实验组（干预前测试[预测试]、干预及干预后测试[后测试]）包括117名学生，对照组（预测试、替代干预及后测试）包括119名学生。
在实验组中，案例研究讲座被混合式学习理念UPP所取代。一份标准化问卷评估了学生对耳鼻喉科教学的总体评价。通过多项选择题进行预测试和后测试，以明确UPP是否带来了知识增长。
对照组对其教学更满意；然而，与UPP相比，这在统计学上并无显著差异（P = 0.26）。预知识水平较高的学生从UPP中受益，而预知识水平较低的学生则未受益（P = 0.01）。平均而言，对于最高可达到分数的75%的预知识水平，实验组的后测试结果比对照组高出8.7个百分点；而对于25%的预知识水平，实验组的后测试结果比对照组低8.1个百分点。
学生对混合式学习理念UPP的满意度低于面对面教学，尽管这在统计学上并无显著差异。新的基于网络的UPP使所有学生在临床耳鼻喉科方面的知识得到了提高。预知识水平较低的学生从面对面教学中比从UPP中受益更多，而预知识水平较高的学生从UPP中受益更多。这意味着预知识水平较差的学生需要特殊的促进项目。
