ArticleFrontiers in medicine2023
A blended learning approach for teaching thoracic radiology to medical students: a proof-of-concept study.
Article in Frontiers in medicine, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 8 citations in OpenAlex.
- Impact of Longitudinal Pulmonary Ultrasound Curriculum in a Multi-disciplinary Critical Care Fellowship.Cureus · 2025Article
- Investigating the use of the HIS-based BOPPPS teaching model in medical imaging experimental course instruction.BMC medical education · 2025Article
- Do dental students need sonography training? A prospective observational study.BMC medical education · 2025Observational
- Undergraduate musculoskeletal ultrasound training based on current national guidelines-a prospective controlled study on transferability.BMC medical education · 2024Article
- Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study.BMC medical education · 2024Article
- Insights Into Modern Undergraduate Ultrasound Education: Prospective Comparison of Digital and Analog Teaching Resources in a Flipped Classroom Concept - The DIvAN Study.Ultrasound international open · 2024Article
Corrections and comments
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Authors and funding
10 authors at 6 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: The best way to impart knowledge to medical students is still unclear. Therefore, we designed a blended learning course in thoracic radiology including both "traditional" in-class time as well as online learning modules. The aims were (1) to investigate students' attitudes toward this blended learning approach; and (2) to test whether it improved their knowledge about thoracic radiology. Methods: A prospective study was conducted at the local medical center; 156 fourth-year medical students completed this study. Before and after the course, students had to complete (1) questionnaires to investigate their attitudes (7-point Likert scale); and (2) an objective test to assess their knowledge (multiple-choice/free text questions; results as % of correct answers). Results: Regarding (1), the course led to an improvement in all items compared to baseline, exemplary: interest in thoracic radiology (precourse 4.2 vs. 5.4 postcourse) and the fulfillment of students' expressed requirements regarding the teaching content (4.5 precourse vs. 6.2 postcourse). Furthermore, the great majority (88%) of our participants wished for more online learning offerings in the future. Regarding (2), the course led to improved knowledge on the objective test (precourse: 40% vs. postcourse: 63% correct answers). Conclusion: This feasibility study showed the successful design and implementation of a blended learning approach in thoracic radiology. Furthermore, it revealed medical students' positive attitudes toward this approach and showed an increased knowledge in thoracic radiology. Thus, such approaches might be used to enrich the teaching armamentarium in medical education and to further enhance interest and knowledge in thoracic diseases among medical students.
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