A blended learning approach for teaching thoracic radiology to medical students: a proof-of-concept study

Fabian Stoehr; Yang Yang; Lukas Müller; Phyllis Gerstenmeier; Daniel Pinto Dos Santos; Pavel Dietz; Andreas Weimer; Michael Ludwig; Roman Kloeckner; Johannes Matthias Weimer

doi:10.3389/fmed.2023.1272893

A blended learning approach for teaching thoracic radiology to medical students: a proof-of-concept study

Front Med (Lausanne). 2023 Nov 23:10:1272893. doi: 10.3389/fmed.2023.1272893. eCollection 2023.

Authors

Affiliations

¹ Department of Diagnostic and Interventional Radiology, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany.
² Institute of Diagnostic and Interventional Radiology, University Hospital Frankfurt, Frankfurt, Germany.
³ Department of Diagnostic and Interventional Radiology, University Hospital of Cologne, Cologne, Germany.
⁴ Institute of Occupational, Social, and Environmental Medicine, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany.
⁵ Center of Orthopedics, Trauma Surgery, and Spinal Cord Injury, Heidelberg Trauma Research Group, Heidelberg University Hospital, Heidelberg, Germany.
⁶ Department of Internal Medicine I, Hospital of the German Armed Forces Berlin, Berlin, Germany.
⁷ Institute of Interventional Radiology, University Hospital Schleswig-Holstein - Campus Lübeck, Lübeck, Germany.
⁸ Rudolf Frey Lernklinik, University Medical Center of the Johannes Gutenberg-University Mainz, Mainz, Germany.

^# Contributed equally.

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.

Keywords: blended learning; medical education; online learning; radiology education; thoracic imaging.

Grants and funding

The author(s) declare financial support was received for the research, authorship, and/or publication of this article. FS and LM are supported by the Clinician Scientist Fellowship “Else Kröner Research College: 2018_Kolleg.05.” The study was supported by a grant of the Carl Zeiss Foundation (https://www.carl-zeiss-stiftung.de). The funders had no role in the design of the study, in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results.