Reader Response: Teaching the Neurologic Examination: A Prospective Controlled Study to Compare a Blended Learning Approach with Face-to-Face Instruction
RalphJozefowicz, Professor of Neurology and Medicine, University of Rochester
Submitted November 16, 2021
Bornkamm et al. compared a blended approach of teaching the neurological exam to a traditional approach within a cohort of 163 fourth year medical students in a German medical school and found that skill acquisition was better in the blended learning group, based on OSCE scores.1 They conclude that the blended learning approach for teaching the neurologic exam is effective and reduces faculty teaching time.
Although the study is carefully performed and the paper well written, the main problem with the conclusion is the fact that the mean difference in OSCE scores between the two groups is quite small despite being statistically significant (2.93 points out of a maximum total score of 72 points). Additionally, although the satisfaction score was higher in the blended learning group, this could be explained by the novelty effect, as the authors themselves point out.
Blended learning certainly adds an additional tool to our teaching armamentarium and can potentially save faculty teaching time. Notably, the up-front time devoted to preparing the videos can be significant. Whether blended learning is better than a traditional approach for teaching the neurological exam to medical students is not yet settled.
Disclosure
The author reports no relevant disclosures. Contact journal@neurology.org for full disclosures.
References
Bornkamm K, Koch C, Dietterle J, et al. Teaching the Neurologic Examination: A Prospective Controlled Study to Compare a Blended Learning Approach With Face-to-Face Instruction. Neurology. 2021;97(20):e2032-e2038. doi:10.1212/WNL.0000000000012851
Bornkamm et al. compared a blended approach of teaching the neurological exam to a traditional approach within a cohort of 163 fourth year medical students in a German medical school and found that skill acquisition was better in the blended learning group, based on OSCE scores.1 They conclude that the blended learning approach for teaching the neurologic exam is effective and reduces faculty teaching time.
Although the study is carefully performed and the paper well written, the main problem with the conclusion is the fact that the mean difference in OSCE scores between the two groups is quite small despite being statistically significant (2.93 points out of a maximum total score of 72 points). Additionally, although the satisfaction score was higher in the blended learning group, this could be explained by the novelty effect, as the authors themselves point out.
Blended learning certainly adds an additional tool to our teaching armamentarium and can potentially save faculty teaching time. Notably, the up-front time devoted to preparing the videos can be significant. Whether blended learning is better than a traditional approach for teaching the neurological exam to medical students is not yet settled.
Disclosure
The author reports no relevant disclosures. Contact journal@neurology.org for full disclosures.
References