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Digital redesign of the radiotherapy course for medical students with a blended learning approach.
Strahlenther Onkol
January 2025
Peter L. Reichertz Institute for Medical Informatics of TU Braunschweig and Hannover Medical School, Carl-Neuberg-Str. 1, 30625, Hannover, Germany.
Purpose: Due to the need for high-quality teaching, we present a new blended learning concept combining digital modules, interactive seminars, and clinical experience. Furthermore, we evaluated its acceptance among students.
Methods: A new concept for teaching was applied to the radiotherapy module and made available via the Hannover Medical School (MHH) learning management system as part of a blended learning concept with educational films, multimedia learning modules, online seminars, and onsite practical training.
Improving capacity for advanced training in obstetric surgery: evaluation of a blended learning approach.
BMC Med Educ
January 2025
Emergency Obstetric Care and Quality of Care Unit, Liverpool School of Tropical Medicine (LSTM), Liverpool, UK.
Background: Significant differences in outcomes for mothers and babies following obstetric surgical interventions between low- and middle-income countries and high-income settings have demonstrated a need for improvements in quality of care and training of obstetric surgical and anaesthetic providers. To address this, a five-day face-to-face training intervention was developed. When roll-out was disrupted by the COVID-19 pandemic, the course was redesigned for delivery by blended learning.
View Article and Find Full Text PDFAnalysis of the social-epistemological dimensions of a Clinical Teaching Unit and Small Private Online Course compared to a traditional clerkship Internal Medicine.
PLoS One
January 2025
Department of Internal Medicine, Leiden University Medical Center, Leiden, The Netherlands.
Clinical workplace learning is often suboptimal due to the dynamics of the clinical learning environment and several challenges encountered in clinical practice. At LUMC, clinical teachers introduced a novel blended learning program that included both the introduction of a Clinical Teaching Unit (CTU) and Small Private Online Course (SPOC). This study aimed to analyze the educational content and design of our educational interventions, by categorizing and comparing the dimensions of the learning program before and after the interventions.
View Article and Find Full Text PDFSocio-economic disparities in the psychosocial and economic impacts of the COVID-19 pandemic on children and young people in Australia.
J Paediatr Child Health
December 2024
Murdoch Children's Research Institute, Melbourne, Victoria, Australia.
Aims: While COVID-19 no longer presents a global health emergency, the indirect (non-infection) impacts of the pandemic may exacerbate health inequalities in years to come. We examined the socio-economic distribution of the impacts of the pandemic on the psychosocial and economic well-being of children, young people and their families.
Methods: The CoRonavIruS Health Impact Survey (CRISIS) was conducted in seven existing longitudinal cohorts, together involving n = 3072 participants aged 0-19 years.
Public Valuations of Managing Compromised Molars: A Discrete Choice Experiment.
J Dent Res
January 2025
School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK.
There is limited evidence to support optimal patient-centered management for compromised first permanent molars (cFPM) in children. Based on an online discrete choice experiment (DCE), this study elicits UK adult general population preferences and calculates willingness to pay (WTP) for pathways to manage cFPM. The DCE was designed with information from semistructured interviews and literature reviews, as well as focus groups with an expert panel of dentists, citizens, and policy makers.
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