{"title":"在线与混合临床技能实验室学习对学生学业成绩的影响:印度尼西亚的案例研究","authors":"Zulvikar Syambani Ulhaq , Ferry Nur Nasyroh , Amalia Nur Aisa , Achmad Arief Hidayatullah , Lola Ayu Istifiani , Syafrizal Aji Pamungkas , Achmad Rilyadi Sholeh , Gita Vita Soraya","doi":"10.1016/j.ajmo.2023.100054","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><p>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.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>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.</p></div>","PeriodicalId":72168,"journal":{"name":"American journal of medicine open","volume":"10 ","pages":"Article 100054"},"PeriodicalIF":0.0000,"publicationDate":"2023-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Impact of Online vs Blended Clinical Skill Laboratory Learning on Student Academic Performance: A Case Study in Indonesia\",\"authors\":\"Zulvikar Syambani Ulhaq , Ferry Nur Nasyroh , Amalia Nur Aisa , Achmad Arief Hidayatullah , Lola Ayu Istifiani , Syafrizal Aji Pamungkas , Achmad Rilyadi Sholeh , Gita Vita Soraya\",\"doi\":\"10.1016/j.ajmo.2023.100054\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objective</h3><p>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.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>Blended learning provides more value than online learning in terms of teaching clinical skills for undergraduate medical students. 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引用次数: 0
摘要
由于新冠肺炎大流行，在线和混合学习方法在高等教育中经历了快速增长。我们的研究旨在比较医学本科生在线学习和混合临床技能实验室（CSL）学习的学生学习成绩。方法共有101名印度尼西亚马朗Maulana Malik Ibrahim国立伊斯兰大学的医学本科生入学（2020学年50名学生[第一组：在线CSL]；2020学年51名学生[第二组：混合CSL]）。主要结果是从目标结构化临床考试（OSCE）分数中收集的学生的学习成绩。此外，学生们还完成了一份评估问卷，以评估学习计划的质量。结果两组都认为CSL是一个重要的课题，临床视频演示对其欧安组织的准备工作很有用。然而，接受在线学习的学生认为在线CSL无效，与混合CSL相比，在欧安组织中得分更低。定性数据也支持这些发现。结论在医学本科生临床技能教学方面，混合学习比在线学习更有价值。此外，在线CSL可能不足以让医学生获得关键技能。
The Impact of Online vs Blended Clinical Skill Laboratory Learning on Student Academic Performance: A Case Study in Indonesia
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.
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