Research ExplorerPublicationsBlended learning in surgery using the Inmedea Simulator

Blended learning in surgery using the Inmedea Simulator

Standard

Blended learning in surgery using the Inmedea Simulator. / Funke, Katrin; Bonrath, Esther; Mardin, Wolf Arif; Becker, Jan Carl; Haier, Joerg; Senninger, Norbert; Vowinkel, Thorsten; Hoelzen, Jens Peter; Mees, Soeren Torge.

In: LANGENBECK ARCH SURG, Vol. 398, No. 2, 02.2013, p. 335-40.

Research output: SCORING: Contribution to journal › SCORING: Journal article › Research › peer-review

Harvard

Funke, K, Bonrath, E, Mardin, WA, Becker, JC, Haier, J, Senninger, N, Vowinkel, T, Hoelzen, JP & Mees, ST 2013, 'Blended learning in surgery using the Inmedea Simulator', LANGENBECK ARCH SURG, vol. 398, no. 2, pp. 335-40. https://doi.org/10.1007/s00423-012-0987-8

APA

Funke, K., Bonrath, E., Mardin, W. A., Becker, J. C., Haier, J., Senninger, N., Vowinkel, T., Hoelzen, J. P., & Mees, S. T. (2013). Blended learning in surgery using the Inmedea Simulator. LANGENBECK ARCH SURG, 398(2), 335-40. https://doi.org/10.1007/s00423-012-0987-8

Vancouver

Funke K, Bonrath E, Mardin WA, Becker JC, Haier J, Senninger N et al. Blended learning in surgery using the Inmedea Simulator. LANGENBECK ARCH SURG. 2013 Feb;398(2):335-40. https://doi.org/10.1007/s00423-012-0987-8

Bibtex

@article{c4339d7a7c224aa581fb126b19379340,
title = "Blended learning in surgery using the Inmedea Simulator",
abstract = "BACKGROUND: Recently, medical education in surgery has experienced several modifications. We have implemented a blended learning module in our teaching curriculum to evaluate its effectiveness, applicability, and acceptance in surgical education.METHODS: In this prospective study, the traditional face-to-face learning of our teaching curriculum for fourth-year medical students (n = 116) was augmented by the Inmedea Simulator, a web-based E-learning system, with six virtual patient cases. Student results were documented by the system and learning success was determined by comparing patient cases with comparable diseases (second and sixth case). The acceptance among the students was evaluated with a questionnaire.RESULTS: After using the Inmedea Simulator, correct diagnoses were found significantly (P < 0.05) more often, while an incomplete diagnostic was seen significantly (P < 0.05) less often. Significant overall improvement (P < 0.05) was seen in sixth case (62.3 ± 5.6 %) vs. second case (53.9 ± 5.6 %). The questionnaire revealed that our students enjoyed the surgical seminar (score 2.1 ± 1.5) and preferred blended learning (score 2.5 ± 1.2) to conventional teaching.CONCLUSION: The blended learning approach using the Inmedea Simulator was highly appreciated by our medical students and resulted in a significant learning success. Blended learning appears to be a suitable tool to complement traditional teaching in surgery.",
keywords = "Computer-Assisted Instruction, Curriculum, Education, Medical, Undergraduate, Educational Measurement, General Surgery, Humans, Learning, Prospective Studies, Surveys and Questionnaires",
author = "Katrin Funke and Esther Bonrath and Mardin, {Wolf Arif} and Becker, {Jan Carl} and Joerg Haier and Norbert Senninger and Thorsten Vowinkel and Hoelzen, {Jens Peter} and Mees, {Soeren Torge}",
year = "2013",
month = feb,
doi = "10.1007/s00423-012-0987-8",
language = "English",
volume = "398",
pages = "335--40",
journal = "LANGENBECK ARCH SURG",
issn = "1435-2443",
publisher = "Springer",
number = "2",

}

RIS

TY - JOUR

T1 - Blended learning in surgery using the Inmedea Simulator

AU - Funke, Katrin

AU - Bonrath, Esther

AU - Mardin, Wolf Arif

AU - Becker, Jan Carl

AU - Haier, Joerg

AU - Senninger, Norbert

AU - Vowinkel, Thorsten

AU - Hoelzen, Jens Peter

AU - Mees, Soeren Torge

PY - 2013/2

Y1 - 2013/2

N2 - BACKGROUND: Recently, medical education in surgery has experienced several modifications. We have implemented a blended learning module in our teaching curriculum to evaluate its effectiveness, applicability, and acceptance in surgical education.METHODS: In this prospective study, the traditional face-to-face learning of our teaching curriculum for fourth-year medical students (n = 116) was augmented by the Inmedea Simulator, a web-based E-learning system, with six virtual patient cases. Student results were documented by the system and learning success was determined by comparing patient cases with comparable diseases (second and sixth case). The acceptance among the students was evaluated with a questionnaire.RESULTS: After using the Inmedea Simulator, correct diagnoses were found significantly (P < 0.05) more often, while an incomplete diagnostic was seen significantly (P < 0.05) less often. Significant overall improvement (P < 0.05) was seen in sixth case (62.3 ± 5.6 %) vs. second case (53.9 ± 5.6 %). The questionnaire revealed that our students enjoyed the surgical seminar (score 2.1 ± 1.5) and preferred blended learning (score 2.5 ± 1.2) to conventional teaching.CONCLUSION: The blended learning approach using the Inmedea Simulator was highly appreciated by our medical students and resulted in a significant learning success. Blended learning appears to be a suitable tool to complement traditional teaching in surgery.

AB - BACKGROUND: Recently, medical education in surgery has experienced several modifications. We have implemented a blended learning module in our teaching curriculum to evaluate its effectiveness, applicability, and acceptance in surgical education.METHODS: In this prospective study, the traditional face-to-face learning of our teaching curriculum for fourth-year medical students (n = 116) was augmented by the Inmedea Simulator, a web-based E-learning system, with six virtual patient cases. Student results were documented by the system and learning success was determined by comparing patient cases with comparable diseases (second and sixth case). The acceptance among the students was evaluated with a questionnaire.RESULTS: After using the Inmedea Simulator, correct diagnoses were found significantly (P < 0.05) more often, while an incomplete diagnostic was seen significantly (P < 0.05) less often. Significant overall improvement (P < 0.05) was seen in sixth case (62.3 ± 5.6 %) vs. second case (53.9 ± 5.6 %). The questionnaire revealed that our students enjoyed the surgical seminar (score 2.1 ± 1.5) and preferred blended learning (score 2.5 ± 1.2) to conventional teaching.CONCLUSION: The blended learning approach using the Inmedea Simulator was highly appreciated by our medical students and resulted in a significant learning success. Blended learning appears to be a suitable tool to complement traditional teaching in surgery.

KW - Computer-Assisted Instruction

KW - Curriculum

KW - Education, Medical, Undergraduate

KW - Educational Measurement

KW - General Surgery

KW - Humans

KW - Learning

KW - Prospective Studies

KW - Surveys and Questionnaires

U2 - 10.1007/s00423-012-0987-8

DO - 10.1007/s00423-012-0987-8

M3 - SCORING: Journal article

C2 - 22878596

VL - 398

SP - 335

EP - 340

JO - LANGENBECK ARCH SURG

JF - LANGENBECK ARCH SURG

SN - 1435-2443

IS - 2

ER -