A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities

• Published in: The Journal of chiropractic education 2019-03, Vol.33 (1), p.21-29
• Main Authors: Jarrett-Thelwell, Fiona D, Burke, Jeanmarie R, Poirier, Jean-Nicolas, Petrocco-Napuli, Kristina
• Format: Article
• Language: English
• Subjects: Original
• ISSN: 1042-5055; 2374-250X
• DOI: 10.7899/JCE-17-26

The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods. One group of students was taught using a traditional face-to-face instruction method, and the other group received an integrative blended-learning approach. A multivariate analysis of scores on lecture and laboratory examinations was performed to detect differences in student performance between the 2 methods. An independent t test was performed to compare the final course averages between the 2 methods. χ Analysis was used to compare the distribution of letter grades and levels of satisfaction between the 2 groups. Test scores were higher for the integrative approach than for the traditional face-to-face method ( p < .05). However, the differences were not meaningful, as the greatest improvement in correct responses was only for 2 questions. Students appeared to be more satisfied with the integrative approach when compared to the traditional method ( p < .05). Student satisfaction with the educational delivery methods in an introductory extremities radiology course using an integrative approach was greater than for the traditional face-to-face instruction method. Student performance was similar between the 2 cohorts.