Intrinsic motivation between face-to-face and blended learning in surgical clinical education

The variability and opportunistic nature of surgical clinical education is the main problem for effective teaching and training of medical students. Incorporating online mediums including discussion forums, interactive videos/scenarios, static pages, and quizzes is known as blended learning (BL). Th...

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Published in:Pakistan journal of medical sciences 2024-06, Vol.40 (5), p.913-917
Main Authors: Jawaid, Masood, Masood, Zubia, Imran, Nazish
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Language:English
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Blended learning
Curricula
Distance learning
Education
Educational technology
Evidence-based medicine
Medical students
Methods
Motivation
Students
Teaching
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Masood, Zubia
Imran, Nazish
description The variability and opportunistic nature of surgical clinical education is the main problem for effective teaching and training of medical students. Incorporating online mediums including discussion forums, interactive videos/scenarios, static pages, and quizzes is known as blended learning (BL). This study aimed to compare the intrinsic motivation of surgical students enrolled in blended learning to those enrolled in face-to-face teaching (f2f teaching). A quasi-experimental, cross-over study was conducted in Surgical Unit-I and Surgical Unit-II of Dow University Hospital, Karachi, from March to August 2014. A total of 31 students participated and were exposed to two different teachings. For the first four weeks, Group A was posted in Surgical-I (f2f teaching) and Group B in Surgical-II (BL). Both groups were taught the same contents with the same schedule. The F2F group had clinical exposure to real patients, and small group discussions (SGDs) while The BL group students were exposed to an additional online learning component. Intrinsic Motivation Inventory (IMI) was administered at the end of four weeks and groups were swapped. Exchanged groups were again taught the same contents with the same schedule for another four weeks and IMI was administered. Fifty-eight students completed IMI; 28 in f2f and 30 in BL group. There was a significant difference in all four subscales of IMI between the two groups. In three subscales, students in BL were more motivated as compared to f2f (p
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Exchanged groups were again taught the same contents with the same schedule for another four weeks and IMI was administered. Fifty-eight students completed IMI; 28 in f2f and 30 in BL group. There was a significant difference in all four subscales of IMI between the two groups. In three subscales, students in BL were more motivated as compared to f2f (p&lt;0.01). Students in f2f experienced more perceived tension than in BL (p&lt;0.048). This study concluded that blended surgical learning programs keep medical students more intrinsically motivated to learn. By utilizing online learning, superior educational opportunities for students can be cultivated. 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subjects Blended learning
Curricula
Distance learning
Education
Educational technology
Evidence-based medicine
Medical students
Methods
Motivation
Students
Teaching
title Intrinsic motivation between face-to-face and blended learning in surgical clinical education
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