Chang Chan Ana Yoe-Cheng, Custers Eugene J F M, van Leeuwen Maarten Simon, Bleys Ronald L A W, Ten Cate Olle
Department of Morphological Sciences, Faculty of Medical Sciences, National Autonomous University of Leon (UNAN-Leon), Leon, Nicaragua.
Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands.
Med Sci Educ. 2019 May 30;29(3):697-707. doi: 10.1007/s40670-019-00751-z. eCollection 2019 Sep.
An online learning course in anatomy was added to the regular academic anatomy course in the 2nd year of medicine at UNAN-Leon in Nicaragua, using the MOODLE platform. This study aims to determine the learning effect of this course.
Second-year medical students were randomly allocated to an experimental ( = 25) and control group ( = 50). Only the experimental group had access to the online learning module. We compared the performance of the experimental and the control group on both regular anatomy assessment and an objective structured practical exam (OSPE). Additionally, five focus groups were interviewed to learn about their experiences of the expanded course.
Of students in the experimental group 94.1% and 81.6% of students in the control group took the OSPE. The experimental group significantly outperformed the control group (41.1 ± 19.3 points vs. 32.1 ± 23.1 points) on the OSPE. No differences between the two groups were found on the regular anatomy examination. Focus group interviews revealed students' opinions about the online course were generally positive.
In general, the addition of an online course to the regular course was beneficial. The results of the qualitative evaluation of this intervention provides us with input about how to teach and evaluate the anatomy course and how to further improve the online course to enhance anatomy learning.
在尼加拉瓜莱昂自治大学医学专业二年级的常规学术解剖学课程中，利用MOODLE平台增加了一门解剖学在线学习课程。本研究旨在确定该课程的学习效果。
将医学专业二年级学生随机分为实验组（n = 25）和对照组（n = 50）。只有实验组可以使用在线学习模块。我们比较了实验组和对照组在常规解剖学评估和客观结构化实践考试（OSPE）中的表现。此外，对五个焦点小组进行了访谈，以了解他们对扩展课程的体验。
实验组94.1%的学生和对照组81.6%的学生参加了OSPE。在OSPE中，实验组的表现显著优于对照组（41.1 ± 19.3分对32.1 ± 23.1分）。在常规解剖学考试中，两组之间未发现差异。焦点小组访谈显示，学生对在线课程的评价总体上是积极的。
总体而言，在常规课程中增加在线课程是有益的。对该干预措施的定性评估结果为我们提供了有关如何教授和评估解剖学课程以及如何进一步改进在线课程以加强解剖学学习的信息。
