Blended learning: An effective methodology for teaching radiology to medical students
Introduction: The combination of online learning environments and classroom education is known as blended learning. Objective: To design, implement and evaluate the blended learning method for teaching radiology to medical students. Materials and methods: Five online modules were designed as part...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2019-04-01
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| Series: | Revista de la Facultad de Medicina |
| Subjects: | |
| Online Access: | https://revistas.unal.edu.co/index.php/revfacmed/article/view/69862 |
| _version_ | 1811202035481051136 |
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| author | Johan Alberto Durán-Guerrero Luis Heber Ulloa-Guerrero Luis Carlos Salazar-Díaz |
| author_facet | Johan Alberto Durán-Guerrero Luis Heber Ulloa-Guerrero Luis Carlos Salazar-Díaz |
| author_sort | Johan Alberto Durán-Guerrero |
| collection | DOAJ |
| description | Introduction: The combination of online learning environments and classroom education is known as blended learning.
Objective: To design, implement and evaluate the blended learning method for teaching radiology to medical students.
Materials and methods: Five online modules were designed as part of the Introduction to diagnostic imaging course for medical students. The blended learning method was implemented during the classes given in the terms 2016-II and 2017-I. Academic performance was measured using standardized tests, while the effect of the intervention was obtained by comparing the sample with a control group from the 2015-II period (traditional method).
Results: 204 students were included in the blended learning group and 90 students in the control group (traditional method). The median final exam score among the blended learning group was 16.5 (IQR: 15.5-17.8), and 15.0 (RIQ: 13.5-16.5) (p=0.001) in the control group. On average, gained knowledge among the blended learning group was 5.8 (SD:2.4) points. The association between gained knowledge and number of visits to online modules was statistically significant (p<0.05). The proportion of good performance was close to 100% on the satisfaction survey.
Conclusions: The blended learning method increases the grades obtained in the tests performed and also shows higher satisfaction rates compared to the traditional method among medical students. |
| first_indexed | 2024-04-12T02:33:12Z |
| format | Article |
| id | doaj.art-75bbf0c814134bb9901bc74c365019ea |
| institution | Directory Open Access Journal |
| issn | 0120-0011 2357-3848 |
| language | English |
| last_indexed | 2024-04-12T02:33:12Z |
| publishDate | 2019-04-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Revista de la Facultad de Medicina |
| spelling | doaj.art-75bbf0c814134bb9901bc74c365019ea2022-12-22T03:51:42ZengUniversidad Nacional de ColombiaRevista de la Facultad de Medicina0120-00112357-38482019-04-0167227327710.15446/revfacmed.v67n2.6986251335Blended learning: An effective methodology for teaching radiology to medical studentsJohan Alberto Durán-Guerrero0Luis Heber Ulloa-Guerrero1Luis Carlos Salazar-Díaz2Universidad Nacional de Colombia - Sede Bogotá - Faculty of Medicine - Department of Diagnostic ImagingUniversidad Nacional de Colombia - Sede Bogotá - Faculty of Medicine - Department of Diagnostic ImagingUniversidad Nacional de Colombia - Sede Bogotá - Faculty of Medicine - Department of Diagnostic ImagingIntroduction: The combination of online learning environments and classroom education is known as blended learning. Objective: To design, implement and evaluate the blended learning method for teaching radiology to medical students. Materials and methods: Five online modules were designed as part of the Introduction to diagnostic imaging course for medical students. The blended learning method was implemented during the classes given in the terms 2016-II and 2017-I. Academic performance was measured using standardized tests, while the effect of the intervention was obtained by comparing the sample with a control group from the 2015-II period (traditional method). Results: 204 students were included in the blended learning group and 90 students in the control group (traditional method). The median final exam score among the blended learning group was 16.5 (IQR: 15.5-17.8), and 15.0 (RIQ: 13.5-16.5) (p=0.001) in the control group. On average, gained knowledge among the blended learning group was 5.8 (SD:2.4) points. The association between gained knowledge and number of visits to online modules was statistically significant (p<0.05). The proportion of good performance was close to 100% on the satisfaction survey. Conclusions: The blended learning method increases the grades obtained in the tests performed and also shows higher satisfaction rates compared to the traditional method among medical students.https://revistas.unal.edu.co/index.php/revfacmed/article/view/69862radiologyonline systemsproblem-based learningcomputer user training |
| spellingShingle | Johan Alberto Durán-Guerrero Luis Heber Ulloa-Guerrero Luis Carlos Salazar-Díaz Blended learning: An effective methodology for teaching radiology to medical students Revista de la Facultad de Medicina radiology online systems problem-based learning computer user training |
| title | Blended learning: An effective methodology for teaching radiology to medical students |
| title_full | Blended learning: An effective methodology for teaching radiology to medical students |
| title_fullStr | Blended learning: An effective methodology for teaching radiology to medical students |
| title_full_unstemmed | Blended learning: An effective methodology for teaching radiology to medical students |
| title_short | Blended learning: An effective methodology for teaching radiology to medical students |
| title_sort | blended learning an effective methodology for teaching radiology to medical students |
| topic | radiology online systems problem-based learning computer user training |
| url | https://revistas.unal.edu.co/index.php/revfacmed/article/view/69862 |
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