Adapting to new challenges in medical education: a three-step digitization approach for blended learning

This research work focuses on evaluating the development of our three-step digitization approach, designed to transform traditional lectures into engaging digital learning experiences. Aimed at offering an easy-to-use solution for educators, this approach addresses the pressing challenges of modern...

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Bibliographic Details
Published in:BMC medical education 2024-05, Vol.24 (1), p.585-585, Article 585
Main Authors: Gellisch, Morris, Morosan-Puopolo, Gabriela, Brand-Saberi, Beate, Schäfer, Thorsten
Format: Article
Language:English
Subjects:
Adult
Analysis
Behavioral Objectives
Blended Learning
Computer-Assisted Instruction - methods
Curriculum Development
Digital Education
Digitization
Distance learning
Education
Education, Distance
Education, Medical - methods
Education, Medical, Undergraduate - methods
Educational Measurement
Educational Research
Educational Strategies
Educational Technology
Emotions
Female
Humans
Learner Engagement
Learning
Learning Processes
Learning Strategies
Male
Medical Education
Medical personnel
Methods
Online instruction
Research Methodology
Stress and Emotions in Education
Student Interests
Students, Medical - psychology
Surveys and Questionnaires
Teaching Methods
Training
Young Adult
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Summary:This research work focuses on evaluating the development of our three-step digitization approach, designed to transform traditional lectures into engaging digital learning experiences. Aimed at offering an easy-to-use solution for educators, this approach addresses the pressing challenges of modern educational environments by enhancing accessibility, engagement, and effectiveness of learning through digital means.Quantitative analysis demonstrated a notable increase in knowledge gain for students engaged with the digital format (t(230) = -2.795, p = 0.006) over traditional methods. Additionally, it was observed that the online setting significantly improved concentration levels (t(230) = -5.801, p 
ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-024-05503-1