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Status: Bibliographieeintrag

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Verfasst von:Weimer, Andreas [VerfasserIn]   i
 Berthold, Rainer [VerfasserIn]   i
 Schamberger, Christian T. [VerfasserIn]   i
 Vieth, Thomas L. [VerfasserIn]   i
 Balser, Gerd [VerfasserIn]   i
 Berthold, Svenja [VerfasserIn]   i
 Stein, Stephan [VerfasserIn]   i
 Müller, Lukas [VerfasserIn]   i
 Merkel, Daniel [VerfasserIn]   i
 Recker, Florian [VerfasserIn]   i
 Schmidmaier, Gerhard [VerfasserIn]   i
 Rink, Maximilian [VerfasserIn]   i
 Künzel, Julian [VerfasserIn]   i
 Kloeckner, Roman [VerfasserIn]   i
 Weimer, Johannes Matthias [VerfasserIn]   i
Titel:Digital transformation in musculoskeletal ultrasound
Titelzusatz:acceptability of blended learning
Verf.angabe:Andreas Michael Weimer, Rainer Berthold, Christian Schamberger, Thomas Vieth, Gerd Balser, Svenja Berthold, Stephan Stein, Lukas Müller, Daniel Merkel, Florian Recker, Gerhard Schmidmaier, Maximilian Rink, Julian Künzel, Roman Kloeckner and Johannes Weimer
E-Jahr:2023
Jahr:20 October 2023
Umfang:13 S.
Illustrationen:Illustrationen
Fussnoten:Gesehen am 07.12.2023
Titel Quelle:Enthalten in: Diagnostics
Ort Quelle:Basel : MDPI, 2011
Jahr Quelle:2023
Band/Heft Quelle:13(2023), 20, Artikel-ID 3272, Seite 1-13
ISSN Quelle:2075-4418
Abstract:Background: ultrasound diagnostics have a broad spectrum of applications, including among diseases of the musculoskeletal system. Accordingly, it is important for the users to have a well-founded and up-to-date education in this dynamic examination method. The right balance between online and in-class teaching still needs to be explored in this context. Certifying institutions are currently testing digitally transformed teaching concepts to provide more evidence. Methods: this study compared two musculoskeletal ultrasound blended learning models. Model A was more traditional, with a focus on in-person teaching, while Model B was more digitally oriented with compulsory webinar. Both used e-learning for preparation. Participants completed evaluations using a seven-point Likert scale, later converted to a 0-1 scale. Digital teaching media (e-learning) were used for preparation in both courses. Results: the analysis included n = 41 evaluations for Model A and n = 30 for Model B. Model B received a better overall assessment (median: 0.73 vs. 0.69, p = 0.05). Model B also excelled in “course preparation” (p = 0.02), “webinar quality” (p = 0.04), and “course concept” (p = 0.04). The “gain of competence” (p = 0.82), “learning materials” (p = 0.30), and “tutor quality” (p = 0.28) showed no significant differences. Conclusion: participants favorably assessed blended learning in ultrasound teaching. Certifying institutions should consider accrediting models that combine digital methods (e.g., internet lectures/webinars) and materials (e.g., e-learning) with hands-on ultrasound training. Further research is needed to validate these subjective findings for a stronger evidential basis.
DOI:doi:10.3390/diagnostics13203272
URL:Bitte beachten Sie: Dies ist ein Bibliographieeintrag. Ein Volltextzugriff für Mitglieder der Universität besteht hier nur, falls für die entsprechende Zeitschrift/den entsprechenden Sammelband ein Abonnement besteht oder es sich um einen OpenAccess-Titel handelt.

kostenfrei: Volltext: https://doi.org/10.3390/diagnostics13203272
 kostenfrei: Volltext: https://www.mdpi.com/2075-4418/13/20/3272
 DOI: https://doi.org/10.3390/diagnostics13203272
Datenträger:Online-Ressource
Sprache:eng
Sach-SW:blended learning
 digital transformation
 digitalization
 e-learning
 musculoskeletal ultrasound
 teaching
 ultrasound
 ultrasound education
 webinar
K10plus-PPN:1872295681
Verknüpfungen:→ Zeitschrift

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