Evidence map›Paper›PMID 39035251›Full record

ArticleAmerican journal of medicine open2023

The Impact of Online vs Blended Clinical Skill Laboratory Learning on Student Academic Performance: A Case Study in Indonesia.

Zulvikar Syambani Ulhaq, Ferry Nur Nasyroh, Amalia Nur Aisa, Achmad Arief Hidayatullah, Lola Ayu Istifiani, Syafrizal Aji Pamungkas, Achmad Rilyadi Sholeh, Gita Vita Soraya

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In one paragraph

Article in American journal of medicine open, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Zulvikar Syambani UlhaqResearch Center for Pre-Clinical and Clinical Medicine, National Research and Innovation Agency Republic of Indonesia, Cibinong, West Java, Indonesia.
Ferry Nur NasyrohClinical Skill Laboratory, Faculty of Medicine and Health Science, Maulana Malik State Islamic University, Malang, East Java, Indonesia.
Amalia Nur AisaClinical Skill Laboratory, Faculty of Medicine and Health Science, Maulana Malik State Islamic University, Malang, East Java, Indonesia.
Achmad Arief HidayatullahClinical Skill Laboratory, Faculty of Medicine and Health Science, Maulana Malik State Islamic University, Malang, East Java, Indonesia.
Lola Ayu IstifianiDepartment of Nutrition, Faculty of Health Sciences, Brawijaya University, Malang, East Java, Indonesia.
Syafrizal Aji PamungkasAl-Falah Social Fund Foundation Clinic (YDSF), Malang, East Java, Indonesia.
Achmad Rilyadi SholehFaculty of Law, Brawijaya University, Malang, East Java, Indonesia.
Gita Vita SorayaDepartment of Biochemistry, Faculty of Medicine, Hasanuddin University, Makassar, South Sulawesi, Indonesia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Objective: Online and blended learning methods have experienced rapid growth in higher education due to the COVID-19 pandemic. Our study aimed to compare students' academic performance between online and blended Clinical Skill Laboratories (CSL) learning in undergraduate medical students. Methods: A total of 101 undergraduate medical students at Maulana Malik Ibrahim State Islamic University, Malang, Indonesia, were enrolled (50 students from the academic year 2020 [group 1: online CSL]; 51 students from the academic year 2020 [group 2: blended CSL]). The main outcome was students' academic performance collected from the Objective Structured Clinical Examination (OSCE) score. Additionally, students also completed an evaluation questionnaire to assess the quality of the learning scheme. Results: Both groups agreed that CSL is an important subject and clinical video demonstration is useful for their OSCE preparation. However, students who received online learning felt that online CSL was ineffective and scored lower in the OSCE compared to the blended CSL. Qualitative data also supported these findings. Conclusion: Blended learning provides more value than online learning in terms of teaching clinical skills for undergraduate medical students. Additionally, online CSL may not be sufficient for medical students to attain critical skills.

Indexed as

Blended learningClinical skill laboratories (CSL)Medical education researchOnline learningStudents’ performance

Identifiers

PMID39035251
PMCPMC11256266

What OpenQuestion holds

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LicenceCC BY-NC-ND
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.