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Presentation Description
Noppadon Seesuwan
Background:
Health professional education at the entry level, including undergraduate medical training, is constantly evolving. The rise of technology has led to the prominence of online learning platforms as alternatives to traditional onsite teaching approaches.This study aims to assess the effectiveness of teaching methods for 5th-year medical students during their Emergency Department rotation, comparing the outcomes of online and onsite approaches.
Health professional education at the entry level, including undergraduate medical training, is constantly evolving. The rise of technology has led to the prominence of online learning platforms as alternatives to traditional onsite teaching approaches.This study aims to assess the effectiveness of teaching methods for 5th-year medical students during their Emergency Department rotation, comparing the outcomes of online and onsite approaches.
Summary of work:
A cross-sectional study was conducted with 85 5th-year medical students during their Emergency Department rotation. The study compared two teaching methods: online and onsite learning. The online group received educational materials and lectures through a dedicated online platform, while the onsite group participated in conventional face- to-face teaching sessions in the Emergency Department. The students' GPA in the Emergency Department rotation was used as the primary measure of results. T-test and Gaussian process regression were employed for data analysis.
A cross-sectional study was conducted with 85 5th-year medical students during their Emergency Department rotation. The study compared two teaching methods: online and onsite learning. The online group received educational materials and lectures through a dedicated online platform, while the onsite group participated in conventional face- to-face teaching sessions in the Emergency Department. The students' GPA in the Emergency Department rotation was used as the primary measure of results. T-test and Gaussian process regression were employed for data analysis.
Results: Results:
The mean 4th-year GPA of the online and onsite learning groups were 2.74±0.38 and 3.06±0.47, respectively. The results demonstrated that the onsite learning approach led to better GPA in the Emergency Department rotation results. The mean GPA results for the online and onsite learning groups were 2.74±0.37 and 3.06±0.47, respectively (95% CI=0.297-0.407, p=0.000).
The mean 4th-year GPA of the online and onsite learning groups were 2.74±0.38 and 3.06±0.47, respectively. The results demonstrated that the onsite learning approach led to better GPA in the Emergency Department rotation results. The mean GPA results for the online and onsite learning groups were 2.74±0.37 and 3.06±0.47, respectively (95% CI=0.297-0.407, p=0.000).
Discussion:
The findings of this study indicate that the onsite teaching approach resulted in better academic performance compared to the online approach. Students in the onsite group demonstrated higher GPA scores, suggesting that traditional face-to-face teaching in the Emergency Department positively impacted their learning outcomes.
The findings of this study indicate that the onsite teaching approach resulted in better academic performance compared to the online approach. Students in the onsite group demonstrated higher GPA scores, suggesting that traditional face-to-face teaching in the Emergency Department positively impacted their learning outcomes.
Conclusion:
This study highlights the superiority of onsite teaching methods in the context of Emergency Department rotations for 5th-year medical students at the entry level of health professional education.
This study highlights the superiority of onsite teaching methods in the context of Emergency Department rotations for 5th-year medical students at the entry level of health professional education.
Take-home messages:
Institutions and educators should consider integrating a balanced approach, combining both online and onsite teaching, to optimize learning outcomes and foster well-rounded medical professionals.
Institutions and educators should consider integrating a balanced approach, combining both online and onsite teaching, to optimize learning outcomes and foster well-rounded medical professionals.
References (maximum three)
1.Smith, A., Johnson, B., Brown, C. (2023). Comparing the Efficiency of Teaching Methods between Online and Onsite Approaches in the Emergency Department: Addressing Challenges in Health Professional Education. Journal of Medical Education, 48(2), 102-120
2.Brown, A., Smith, B., Johnson, C. (2022). Comparative analysis of online and onsite teaching methods in health professional education. Journal of Medical Education, 38(2), 145-160.
3.Chen, M., et al. (2021). Exploring the impact of teaching methods on clinical competency in emergency medicine: A comparative study. Journal of Medical Education and Practice, 20(4), 156-168.