Jarrett-Thelwell Fiona D, Burke Jeanmarie R, Poirier Jean-Nicolas, Petrocco-Napuli Kristina
J Chiropr Educ. 2019 Mar;33(1):21-29. doi: 10.7899/JCE-17-26. Epub 2018 Nov 16.
: The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods.
: One group of students was taught using a traditional face-to-face instruction method, and the other group received an integrative blended-learning approach. A multivariate analysis of scores on lecture and laboratory examinations was performed to detect differences in student performance between the 2 methods. An independent t test was performed to compare the final course averages between the 2 methods. χ Analysis was used to compare the distribution of letter grades and levels of satisfaction between the 2 groups.
: Test scores were higher for the integrative approach than for the traditional face-to-face method ( p < .05). However, the differences were not meaningful, as the greatest improvement in correct responses was only for 2 questions. Students appeared to be more satisfied with the integrative approach when compared to the traditional method ( p < .05).
: Student satisfaction with the educational delivery methods in an introductory extremities radiology course using an integrative approach was greater than for the traditional face-to-face instruction method. Student performance was similar between the 2 cohorts.
本研究旨在比较采用两种不同教育方法教授的四肢放射学入门课程的学生成绩和学生满意度评分。
一组学生采用传统的面对面教学方法授课，另一组采用综合混合学习方法。对讲座和实验室考试成绩进行多变量分析，以检测两种方法之间学生成绩的差异。进行独立t检验以比较两种方法之间的最终课程平均分。χ分析用于比较两组之间字母等级分布和满意度水平。
综合方法的考试成绩高于传统面对面方法（p < .05）。然而，差异并不显著，因为正确回答的最大提高仅针对2个问题。与传统方法相比，学生似乎对综合方法更满意（p < .05）。
在四肢放射学入门课程中，采用综合方法的教育授课方式的学生满意度高于传统面对面教学方法。两组学生的成绩相似。
