Suwannaphisit Sitthiphong, Anusitviwat Chirathit, Tuntarattanapong Pakjai, Chuaychoosakoon Chaiwat
Department of Orthopedics, Faculty of Medicine, Prince of Songkla University, 15 Karnjanavanich Road, Hat Yai, Songkhla, 90110, Thailand.
Ann Med Surg (Lond). 2021 Dec;72:103037. doi: 10.1016/j.amsu.2021.103037. Epub 2021 Nov 18.
The ongoing COVID-19 pandemic is forcing medical schools to replace substantial parts of the traditional lecture method with online formats to maintain social distancing guidelines and reduce face-to-face contact in the classroom. To our knowledge, there have to date been few studies comparing the effectiveness of traditional teaching with blended teaching based on the students' final grades which the efficacy of online learning is still controversial, and this study aimed to compare the efficacy of blended teaching with conventional teaching in an orthopedics course.
This study was a retrospective cohort study based on data collected from fifth-year medical students between April 2019 and March 2021. The students were divided into two groups which based on years of study. The summative assessment was based on summing the MCQs plus KFs, the MEQ plus oral exam, OSCE, simulated patient chart reviews, and OPD work. All students took the same end-of-course quizzes with no differences between the groups regarding the kinds of knowledge tested. The results of these quizzes were used to compare the effectiveness of the conventional teaching in 2019 and the blended teaching in 2020. The paired -test was used to analyze the data.
A total of 252 students were enrolled in the study, of whom 128 and 124 students were in the traditional teaching group or blended teaching groups, respectively. The grade point averages of the students were 3.2 ± 0.4 and 3.3 ± 0.4 in 2019-2020 and 2020-2021, respectively, without significant difference (p-value = 0.06). The scores in the blended learning group were higher than in the traditional learning group in all assessment tools (MCQ, KF, Oral, and OSCE scores) except the MEQ.
Blended learning was not less effective than traditional learning for teaching medical students.
持续的新冠疫情迫使医学院校用在线教学形式取代传统授课方式的大部分内容，以遵守社交距离准则并减少课堂上的面对面接触。据我们所知，迄今为止，很少有研究基于学生的最终成绩比较传统教学与混合式教学的效果，而在线学习的效果仍存在争议。本研究旨在比较混合式教学与传统教学在骨科课程中的效果。
本研究是一项回顾性队列研究，基于2019年4月至2021年3月从五年级医学生收集的数据。学生根据学习年份分为两组。总结性评估基于多项选择题（MCQs）加分站考试（KFs）、医学教育问卷（MEQ）加分站考试、客观结构化临床考试（OSCE）、模拟患者病历审查和门诊工作的总和。所有学生都参加相同的课程结束测验，两组在测试的知识种类上没有差异。这些测验的结果用于比较2019年传统教学和2020年混合式教学的效果。采用配对检验分析数据。
共有252名学生参与本研究，其中128名和124名学生分别在传统教学组或混合式教学组。2019 - 2020年和2020 - 2021年学生的平均绩点分别为3.2±0.4和3.3±0.4，无显著差异（p值 = 0.06）。除MEQ外，混合学习组在所有评估工具（MCQ、KF、口试和OSCE成绩）中的得分均高于传统学习组。
混合式学习在医学教学中的效果不低于传统学习。
