Spaced education activates students in a theoretical radiological science course
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Spaced education activates students in a theoretical radiological science course : a pilot study. / Nkenke, Emeka; Vairaktaris, Elefterios; Bauersachs, Anne; Eitner, Stephan; Budach, Alexander; Knipfer, Christian; Stelzle, Florian.
in: BMC MED EDUC, Jahrgang 12, 23.05.2012, S. 32.Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Lehre › Begutachtung
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TY - JOUR
T1 - Spaced education activates students in a theoretical radiological science course
T2 - a pilot study
AU - Nkenke, Emeka
AU - Vairaktaris, Elefterios
AU - Bauersachs, Anne
AU - Eitner, Stephan
AU - Budach, Alexander
AU - Knipfer, Christian
AU - Stelzle, Florian
PY - 2012/5/23
Y1 - 2012/5/23
N2 - BACKGROUND: The present study aimed at determining if the addition of spaced education to traditional face-to-face lectures increased the time students kept busy with the learning content of a theoretical radiological science course.METHODS: The study comprised two groups of 21 third-year dental students. The students were randomly assigned to a "traditional group" and a "spaced education group". Both groups followed a traditional face-to-face course. The intervention in the spaced education group was performed in way that these students received e-mails with a delay of 14 days to each face-to-face lecture. These e-mails contained multiple choice questions on the learning content of the lectures. The students returned their answers to the questions also by e-mail. On return they received an additional e-mail that included the correct answers and additional explanatory material.All students of both groups documented the time they worked on the learning content of the different lectures before a multiple choice exam was held after the completion of the course. All students of both groups completed the TRIL questionnaire (Trierer Inventar zur Lehrevaluation) for the evaluation of courses at university after the completion of the course. The results for the time invested in the learning content and the results of the questionnaire for the two groups were compared using the Mann-Whitney-U test.RESULTS: The spaced education group spent significantly more time (216.2 ± 123.9 min) on keeping busy with the learning content compared to the traditional group (58.4 ± 94.8 min, p < .0005). The spaced education group rated the didactics of the course significantly better than the traditional group (p = .034). The students of the spaced education group also felt that their needs were fulfilled significantly better compared to the traditional group as far as communication with the teacher was concerned (p = .022).CONCLUSIONS: Adding spaced education to a face-to-face theoretical radiological science course activates students in a way that they spend significantly more time on keeping busy with the learning content.
AB - BACKGROUND: The present study aimed at determining if the addition of spaced education to traditional face-to-face lectures increased the time students kept busy with the learning content of a theoretical radiological science course.METHODS: The study comprised two groups of 21 third-year dental students. The students were randomly assigned to a "traditional group" and a "spaced education group". Both groups followed a traditional face-to-face course. The intervention in the spaced education group was performed in way that these students received e-mails with a delay of 14 days to each face-to-face lecture. These e-mails contained multiple choice questions on the learning content of the lectures. The students returned their answers to the questions also by e-mail. On return they received an additional e-mail that included the correct answers and additional explanatory material.All students of both groups documented the time they worked on the learning content of the different lectures before a multiple choice exam was held after the completion of the course. All students of both groups completed the TRIL questionnaire (Trierer Inventar zur Lehrevaluation) for the evaluation of courses at university after the completion of the course. The results for the time invested in the learning content and the results of the questionnaire for the two groups were compared using the Mann-Whitney-U test.RESULTS: The spaced education group spent significantly more time (216.2 ± 123.9 min) on keeping busy with the learning content compared to the traditional group (58.4 ± 94.8 min, p < .0005). The spaced education group rated the didactics of the course significantly better than the traditional group (p = .034). The students of the spaced education group also felt that their needs were fulfilled significantly better compared to the traditional group as far as communication with the teacher was concerned (p = .022).CONCLUSIONS: Adding spaced education to a face-to-face theoretical radiological science course activates students in a way that they spend significantly more time on keeping busy with the learning content.
KW - Adult
KW - Attitude of Health Personnel
KW - Attitude to Computers
KW - Choice Behavior
KW - Computer-Assisted Instruction
KW - Curriculum
KW - Education, Dental
KW - Female
KW - Germany
KW - Humans
KW - Male
KW - Models, Theoretical
KW - Motivation
KW - Radiography, Dental
KW - Radiology
KW - Students, Dental
KW - Surveys and Questionnaires
KW - Young Adult
KW - Comparative Study
KW - Journal Article
KW - Randomized Controlled Trial
KW - Research Support, Non-U.S. Gov't
U2 - 10.1186/1472-6920-12-32
DO - 10.1186/1472-6920-12-32
M3 - SCORING: Journal article
C2 - 22621409
VL - 12
SP - 32
JO - BMC MED EDUC
JF - BMC MED EDUC
SN - 1472-6920
ER -