Time for change? Feasibility of introducing micromodules into medical student education: a randomised controlled trial
Publication in refereed journal
全文
替代計量分析
.
其它資訊
摘要Introduction: Didactic lectures have been the foundation of learning for many medical students. However, in recent years, the flipped classroom model has become increasingly popular in medical education. This approach enhances pre-class learning, allowing the limited contact time between clinicians and medical students to be focused on practical issues. This study evaluated the effectiveness and non-inferiority of online micromodule teaching in terms of knowledge transfer concerning specific urology topics.Methods: Medical students without prior exposure to the urology subspecialty were enrolled in the study, then randomised to a traditional didactic lecture group or an online micromodule group. Knowledge transfer was assessed by pre-intervention and post -intervention multiple-choice questions and objective structured clinical examinations that involved the acquisition of medical histories from real patients.Results: In total, 45 medical students were enrolled (22 in the traditional didactic group and 23 in the online micromodule group). In terms of knowledge transfer (assessed by objective structured clinical examinations), the efficacy of online micromodules was comparable to traditional didactic lectures, although the difference was not statistically significant (P=0.823). There were no significant differences in terms of knowledge acquisition, retention, or clinical application between the two groups.Conclusion: In terms of acquiring, retaining, and applying foundational urological knowledge, online micromodules can help medical students to achieve outcomes comparable with the outcomes of didactic lectures. Online micromodules may be a viable alternative to traditional didactic lectures in urology education.
著者Ng CF, Lim K, Yee CH, Chiu PKF, Teoh JYC, Lai FPT
期刊名稱Hong Kong Medical Journal
出版年份2023
月份6
卷號29
期次3
出版社Hong Kong Academy of Medicine
頁次208 - 213
國際標準期刊號1024-2708
語言英式英語
