Weimer Andreas Michael, Berthold Rainer, Schamberger Christian, Vieth Thomas, Balser Gerd, Berthold Svenja, Stein Stephan, Müller Lukas, Merkel Daniel, Recker Florian, Schmidmaier Gerhard, Rink Maximilian, Künzel Julian, Kloeckner Roman, Weimer Johannes
Clinic for Trauma and Reconstructive Surgery, University Clinic Heidelberg, 69118 Heidelberg, Germany.
Group Practice of Physicians Spilburg Wetzlar, Department of Orthopedics, 35578 Wetzlar, Germany.
Diagnostics (Basel). 2023 Oct 20;13(20):3272. doi: 10.3390/diagnostics13203272.
ultrasound diagnostics have a broad spectrum of applications, including among diseases of the musculoskeletal system. Accordingly, it is important for the users to have a well-founded and up-to-date education in this dynamic examination method. The right balance between online and in-class teaching still needs to be explored in this context. Certifying institutions are currently testing digitally transformed teaching concepts to provide more evidence.
this study compared two musculoskeletal ultrasound blended learning models. Model A was more traditional, with a focus on in-person teaching, while Model B was more digitally oriented with compulsory webinar. Both used e-learning for preparation. Participants completed evaluations using a seven-point Likert scale, later converted to a 0-1 scale. Digital teaching media (e-learning) were used for preparation in both courses.
the analysis included = 41 evaluations for Model A and = 30 for Model B. Model B received a better overall assessment (median: 0.73 vs. 0.69, = 0.05). Model B also excelled in "course preparation" ( = 0.02), "webinar quality" ( = 0.04), and "course concept" ( = 0.04). The "gain of competence" ( = 0.82), "learning materials" ( = 0.30), and "tutor quality" ( = 0.28) showed no significant differences.
participants favorably assessed blended learning in ultrasound teaching. Certifying institutions should consider accrediting models that combine digital methods (e.g., internet lectures/webinars) and materials (e.g., e-learning) with hands-on ultrasound training. Further research is needed to validate these subjective findings for a stronger evidential basis.
超声诊断具有广泛的应用范围，包括在肌肉骨骼系统疾病方面。因此，对于使用者来说，在这种动态检查方法方面接受有充分依据且最新的教育很重要。在这种情况下，在线教学和课堂教学之间的正确平衡仍有待探索。认证机构目前正在测试数字化转型的教学理念以提供更多证据。
本研究比较了两种肌肉骨骼超声混合学习模式。模式A更传统，侧重于面对面教学，而模式B更具数字化导向，有强制性网络研讨会。两者都使用电子学习进行预习。参与者使用七点李克特量表完成评估，随后转换为0-1量表。两门课程都使用数字教学媒体（电子学习）进行预习。
分析包括模式A的41份评估和模式B的30份评估。模式B获得了更好的总体评估（中位数：0.73对0.69，P = 0.05）。模式B在“课程预习”（P = 0.02）、“网络研讨会质量”（P = 0.04）和“课程理念”（P = 0.04）方面也表现出色。“能力提升”（P = 0.82）、“学习材料”（P = 0.30）和“导师质量”（P = 0.28）没有显著差异。
参与者对超声教学中的混合学习给予了积极评价。认证机构应考虑认可将数字方法（如网络讲座/网络研讨会）和材料（如电子学习）与实践超声培训相结合的模式。需要进一步研究来验证这些主观发现，以获得更有力的证据基础。
