RT Journal Article
SR Electronic
T1 Teaching the Neurologic Examination
JF Neurology
JO Neurology
FD Lippincott Williams & Wilkins
SP e2032
OP e2038
DO 10.1212/WNL.0000000000012851
VO 97
IS 20
A1 Bornkamm, Katharina
A1 Koch, Cora
A1 Dietterle, Jörg
A1 Steiert, Marius
A1 Fleig, Andreas
A1 Weiller, Cornelius
A1 Brich, Jochen
YR 2021
UL http://n.neurology.org/content/97/20/e2032.abstract
AB Background and Objectives To compare a blended learning approach with traditional face-to-face instruction in terms of their individual effectiveness in imparting neurologic examination (NE) skills in medical students.Methods We conducted a prospective controlled study of 4th-year medical students (n = 163) who were pseudorandomly distributed into 2 groups. Group A (n = 87) was subjected to a traditional teaching method comprising 2 face-to-face sessions. Group B (n = 76) underwent blended learning, which consisted of an individual preparation period using a course handbook and videoclips, plus a single face-to-face session. NE skill acquisition was assessed by an objective structured clinical examination (OSCE). Questionnaires were used for evaluation.Results Comparison of mean OSCE scores in groups A vs B revealed that NE skill acquisition was better in group B (blended learning), with a moderate effect size, a smaller OSCE score variance, and fewer students performing poorly than in group A (face-to-face instruction). Student evaluation revealed that both teaching approaches were well accepted, but a higher level of satisfaction was associated with the blended learning approach. This method also provided more time for practice and feedback.Discussion The blended learning approach is a highly efficacious and valued method for teaching NE skills. It offers instructors and faculty the advantage of successful skill acquisition in students despite the considerably reduced attendance time.ANOVA=analysis of variance; NE=neurologic examination; OSCE=objective structured clinical examination