Department of Neonatology, Monash Medical Centre, Melbourne, Australia.
Arch Dis Child Fetal Neonatal Ed. 2013 Mar;98(2):F141-4. doi: 10.1136/archdischild-2011-301252. Epub 2012 Jun 9.
To evaluate the hypotheses that a blended learning approach would improve the newborn examination skills of medical students and yield a higher level of satisfaction with learning newborn examination.
Undergraduate medical students at a tertiary teaching hospital were individually randomised to receive either a standard neonatology teaching programme (control group), or additional online access to the PENSKE Baby Check Learning Module (blended learning group). The primary outcome was performance of newborn examination on standardised assessment by blinded investigators. The secondary outcomes were performance of all 'essential' items of the examination, and participant satisfaction.
The recruitment rate was 88% (71/81). The blended learning group achieved a significantly higher mean score than the control group (p=0.02) for newborn examination. There was no difference for performance of essential items, or satisfaction with learning newborn examination. The blended learning group rated the module highly for effective use of learning time and ability to meet specific learning needs.
A blended learning approach resulted in a higher level of performance of newborn examination on standardised assessment. This is consistent with published literature on blended learning and has implications for all neonatal clinicians including junior doctors, midwifes and nurse practitioners.
评估混合学习方法是否能提高医学生的新生儿检查技能，并提高他们对新生儿检查学习的满意度。
将一所三级教学医院的医学生进行个体随机分组，分别接受标准新生儿学教学计划（对照组）或额外的在线访问 PENSKE 婴儿检查学习模块（混合学习组）。主要结果是通过盲法调查人员对新生儿检查的标准评估。次要结果是检查的所有“基本”项目的表现和参与者的满意度。
招募率为 88%（71/81）。混合学习组的新生儿检查平均得分明显高于对照组（p=0.02）。在基本项目的表现或对新生儿检查学习的满意度方面没有差异。混合学习组对模块在有效利用学习时间和满足特定学习需求方面的能力给予了高度评价。
混合学习方法在标准化评估中导致新生儿检查表现水平更高。这与混合学习的已发表文献一致，并对所有新生儿临床医生包括初级医生、助产士和护士从业者都有影响。
