von Sass Peter Freiherr, Scheckenbach Kathrin, Wagenmann Martin, Klenzner Thomas, Schipper Joerg, Chaker Adam
Department of Otolaryngology, Universitätsklinikum Heinrich Heine Universität, Düsseldorf, Germany.
Department of Otolaryngology, Klinkum rechts der Isar, Technische Universität, München, Germany.
JAMA Otolaryngol Head Neck Surg. 2015 Feb;141(2):154-9. doi: 10.1001/jamaoto.2014.3041.
The increasing amount of medical knowledge and necessity for time-effective teaching and learning have given rise to emerging online, or e-learning, applications. The base of the skull is a challenging anatomic area in the otorhinolaryngology (ORL) department-for both students and lecturers. Technology-enhanced learning might be an expedient approach to benefit both learners and lecturers.
To investigate and create for advanced medical students a self-assessed adaptive e-learning application for the skull base within our curriculum of otolaryngology at the University Medical Center of Heinrich Heine University, Düsseldorf, Germany.
DESIGN, SETTING, AND PARTICIPANTS: Pilot approach with prospective evaluation of a newly implemented web-based e-learning simulation. The e-learning application (Student's Interactive Skull-Base Trainer) was made accessible as an elective course to a total of 269 enrolled medical students during the first 2 semesters after web launch.
Spatiotemporal independent e-learning application for the skull base.
Self-assessed evaluation with focus on general acceptance and personal value as well as usage data analysis.
The application was well accepted by the learners. More than 80% of the participating students found the application to be a beneficial tool for enhancing their analytical and clinical problem-solving skills. Although the general matter of the skull base seemed to be of lesser interest, the concept of anchored instructions with the use of high-end, interactive, multimedia-based content was considered to be particularly suitable for this challenging topic. Most of the students would have appreciated an extension of optional e-learning modules.
With this pilot approach we were able to implement a useful and now well-accepted tool for blended learning. We showed that it is possible to raise interest even in this very specialized subspecialty of ORL with overall individual learning benefit for the students. There is a demand for more e-learning and web-based simulation to support the existing curricula in a hybrid, blended way.
医学知识的不断增加以及对高效教学和学习的需求促使了新兴的在线或电子学习应用的出现。颅底是耳鼻喉科（ORL）中一个具有挑战性的解剖区域，对学生和讲师来说都是如此。技术增强型学习可能是使学习者和讲师都受益的一种便捷方法。
在德国杜塞尔多夫海因里希·海涅大学医学中心的耳鼻喉科课程中，为高年级医学生研究并创建一个用于颅底的自我评估自适应电子学习应用程序。
设计、设置和参与者：采用试点方法对新实施的基于网络的电子学习模拟进行前瞻性评估。电子学习应用程序（学生交互式颅底训练器）在上线后的前两个学期作为选修课提供给总共269名注册医学生使用。
用于颅底的时空独立电子学习应用程序。
以自我评估为重点，关注总体接受度和个人价值以及使用数据分析。
该应用程序受到学习者的好评。超过80%的参与学生认为该应用程序是提高他们分析和临床问题解决能力的有益工具。尽管颅底这一总体内容似乎不太受关注，但使用高端、交互式、基于多媒体的内容进行锚定教学的概念被认为特别适合这个具有挑战性的主题。大多数学生希望扩展可选的电子学习模块。
通过这种试点方法，我们能够实施一个对混合学习有用且现在已被广泛接受的工具。我们表明，即使在耳鼻喉科这个非常专业的亚专业中，也有可能提高学生的兴趣，并为学生带来整体的个人学习益处。需要更多的电子学习和基于网络的模拟，以混合的方式支持现有的课程。
