Blended learning in radiology: Is self-determined learning really more effective?

• Published in: European journal of radiology 2011-06, Vol.78 (3), p.384-387
• Main Authors: Mahnken, Andreas H, Baumann, Martin, Meister, Michael, Schmitt, Verena, Fischer, Martin R
• Format: Article
• Language: English
• Subjects: Blended learning; Case-based learning; Case-Control Studies; Computer-Assisted Instruction - utilization; Curriculum - statistics & numerical data; E-learning; Educational Measurement - statistics & numerical data; Germany; Personal Autonomy; Radiology; Radiology - education; Radiology - statistics & numerical data; Self-determined learning; Students, Medical - statistics & numerical data; Teaching - statistics & numerical data
• ISSN: 0720-048X; 1872-7727
• DOI: 10.1016/j.ejrad.2010.12.059

Abstract Objective To investigate whether there are differences in learning outcomes after the application of self-determined (intrinsic motivation) or mandatory (extrinsic motivation) use of e-learning units in an undergraduate radiology internship. Methods 96 medical students undergoing a one-week radiology internship were included in this study. Ten electronic cases (e-cases) were created for a blended learning approach. The e-learning environment was accessed on a self-determined (group B; n = 32) or a mandatory basis (group C; n = 32). A group without access to the e-learning environment served as control group (group A; n = 32). Usage parameters of the e-cases were recorded. Results of a pre- and post-course assessment were used to quantitatively analyze learning outcomes. Results In group B 19/32 (59%) students processed at least one e-case, while in group C all students processed at least one e-case. There was a trend towards a higher improvement in knowledge in students exposed to a blended learning approach (group B: 13.7%; group C: 15.4%) than in the control group (group A: 8.5%; p = 0.5356). Group C processed ( p = 0.0093) and passed ( p = 0.0078) significantly more e-cases, than with group B. There were no significant differences in the mean time per e-case and the total time on e-cases between both groups. Conclusion Extrinsic motivation results in a more extensive use of e-learning units in an undergraduate radiology internship when compared with intrinsic motivation. The choice of the teaching strategy has a bigger influence on learning outcomes than the type of motivation, highlighting the need for qualified medical teachers.