RT Journal Article
SR Electronic
T1 A randomised controlled trial of blended learning to improve the newborn examination skills of medical students
JF Archives of Disease in Childhood - Fetal and Neonatal Edition
JO Arch Dis Child Fetal Neonatal Ed
FD BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health
SP F141
OP F144
DO 10.1136/archdischild-2011-301252
VO 98
IS 2
A1 Alice Stewart
A1 Garry Inglis
A1 Luke Jardine
A1 Pieter Koorts
A1 Mark William Davies
YR 2013
UL http://fn.bmj.com/content/98/2/F141.abstract
AB Objective To evaluate the hypotheses that a blended learning approach would improve the newborn examination skills of medical students and yield a higher level of satisfaction with learning newborn examination. Method Undergraduate medical students at a tertiary teaching hospital were individually randomised to receive either a standard neonatology teaching programme (control group), or additional online access to the PENSKE Baby Check Learning Module (blended learning group). The primary outcome was performance of newborn examination on standardised assessment by blinded investigators. The secondary outcomes were performance of all ‘essential’ items of the examination, and participant satisfaction. Results The recruitment rate was 88% (71/81). The blended learning group achieved a significantly higher mean score than the control group (p=0.02) for newborn examination. There was no difference for performance of essential items, or satisfaction with learning newborn examination. The blended learning group rated the module highly for effective use of learning time and ability to meet specific learning needs. Conclusions A blended learning approach resulted in a higher level of performance of newborn examination on standardised assessment. This is consistent with published literature on blended learning and has implications for all neonatal clinicians including junior doctors, midwifes and nurse practitioners.