Daubenfeld T, Kromeier J, Heermann S, Hildenbrand T, Giesler M, Offergeld C
Albert-Ludwigs-Universität Freiburg, Hirschmattenstr. 3, 79111, Freiburg, Deutschland.
Klinik für Diagnostische Radiologie, Kinderradiologie, Neuroradiologie und Interventionelle Radiologie, RKK Klinikum - St. Josefskrankenhaus - Akademisches Lehrkrankenhaus der Albert-Ludwigs-Universität Freiburg, Freiburg, Deutschland.
HNO. 2020 Apr;68(4):263-271. doi: 10.1007/s00106-020-00834-z.
Due to steadily dwindling student attendance, a new blended learning lecture format was piloted at the Department of Otorhinolaryngology of the University Medical Center Freiburg in the winter semester (WS) 2017/18: the ENT 3D series. In order to present complex ENT topics (e.g., middle ear) in a more understandable, appealing, and clinically relevant manner, the clinical disciplines of otorhinolaryngology and radiology cooperated with the preclinical specialty of anatomy. The aim of the study was to evaluate this teaching format and investigate preferences that could encourage students to attend lectures.
In all lectures, participants of the ENT block internship in the 2017/18 WS were asked about the quality of the lecture using an evaluation card. In addition, the increase in knowledge was examined in each of the newly designed lectures. A final questionnaire asked the students about their preferences regarding teaching methods.
Overall, the new courses were not rated better than the regular ones, although the new concept was generally rated positively. It was not possible to attract more lecture attendees. However, the traditional teaching format "lecture" is still regarded as up to date by a defined group of students.
Despite a principally positive student assessment of a new lecture format, the 3D lectures did not achieve top marks in any category. This can be explained by the accumulation of unexpected student criticisms (quantity of the course content). Thus, the parameters intended as indicators (e-learning, quality of the course, use of modern teaching methods) could not fulfil their task. The result of the evaluation requires critical reflection and, if necessary, partial reorganization of the course (streamlining of content).
由于学生出勤率持续下降，2017/18年冬季学期，弗莱堡大学医学中心耳鼻喉科试点了一种新的混合式学习讲座形式：耳鼻喉3D系列讲座。为了以更易懂、更具吸引力且与临床相关的方式呈现复杂的耳鼻喉科主题（如中耳），耳鼻喉科和放射科的临床学科与解剖学的临床前专业进行了合作。本研究的目的是评估这种教学形式，并调查能够鼓励学生参加讲座的偏好。
在所有讲座中，通过评估卡询问2017/18年冬季学期耳鼻喉科实习学员对讲座质量的看法。此外，还在每堂新设计的讲座中考察了知识的增长情况。最后通过问卷调查询问学生对教学方法的偏好。
总体而言，新课程的评分并不比常规课程高，尽管新概念总体上得到了积极评价。未能吸引更多的讲座参与者。然而，特定群体的学生仍然认为传统的“讲座”教学形式是与时俱进的。
尽管学生对新讲座形式的评价总体上是积极的，但3D讲座在任何类别中都没有获得高分。这可以用学生意外批评的累积（课程内容的数量）来解释。因此，作为指标的参数（电子学习、课程质量、现代教学方法的使用）未能完成其任务。评估结果需要进行批判性反思，如有必要，对课程进行部分重组（精简内容）。
