Zusammenfassung
Hintergrund
Zusätzliche internetbasierte Lernangebote (E-Learning) werden erfolgreich und mit hoher Akzeptanz in den Curricula diverser Fachgebiete eingesetzt, sind in der Orthopädie/Unfallchirurgie (Ortho/UChi) hingegen unterrepräsentiert und wenig erforscht. Die Ziele der vorliegenden Pilotstudie waren die Evaluation der Akzeptanz des E-Learning-Angebots NESTOR (Netzwerk für Studierende der Traumatologie und Orthopädie) unter Nutzern und Nichtnutzern und die Analyse der Wirkung des zusätzlichen Lehrangebots auf den Wissenszuwachs.
Material und Methoden
Unter 544 Studierenden erfolgte zum Ende von 2 Semestern eine Evaluation getrennt für NESTOR-Nutzer bzw. -Nichtnutzer mittels Fragebögen. Der Wissenszuwachs im Vergleich zwischen diesen beiden Gruppen wurde mit 2 Wissenstests (Prä-/Posttest, 20 Multiple-choice-Fragen) zu Beginn und Ende eines Semesters analysiert.
Ergebnisse
An der Evaluation nahmen 191 Studierende teil, 152 an beiden Tests. Die Nutzer von NESTOR zeigten eine hohe Akzeptanz für das zusätzliche Lehrangebot. Nichtnutzer bewerteten E-Learning insgesamt ebenfalls positiv. Als Gründe für die Nichtnutzung wurden mangelnde Zeit, fehlende Information über das Angebot und insgesamt mangelndes Interesse am Fach bzw. E-Learning genannt. Beide Gruppen steigerten ihr Wissen im Semesterverlauf signifikant (p < 0,01), wobei Nutzer in den Posttests signifikant besser abschnitten (p < 0,05).
Schlussfolgerung
Die Daten unterstreichen die hohe Akzeptanz und den Nutzen des E-Learning-Angebots NESTOR in der studentischen Ausbildung im Fach Ortho/UChi. Auf der Grundlage unserer Erfahrungen und Ergebnisse können wir anderen Fakultäten die feste Implementierung eines zusätzlichen E-Learning-Angebots im Curriculum empfehlen. Dabei sollten die in dieser Studie erfassten Kritikpunkte der Nichtnutzer berücksichtigt werden.
Abstract
Background
Additional internet-based learning tools (e-learning) are successfully used in the curricula of many disciplines and are highly accepted among students. However, in orthopedics and traumatology e-learning is underrepresented and scientific papers are rare. The aim of the present pilot study was to evaluate the acceptance of the e-learning module network for students in traumatology and orthopedics (NESTOR) among users and non-users and to analyze the effect of this additional learning tool on knowledge acquisition.
Material and methods
A total of 544 students were asked to complete evaluation questionnaires at the end of two semesters using different ones for NESTOR users and non-users. The gain of knowledge was analyzed by two written knowledge tests (pre-post test, 20 multiple choice questions) at the beginning and end of the semester comparing these two groups.
Results
A total of 191 students took part in the evaluation and 152 completed both written tests. The NESTOR users showed a high acceptance of the e-learning system and non-users considered e-learning beneficial as well. Reasons given for not using NESTOR were lack of time, lack of information about the existence of NESTOR and a lack of interest in this discipline and e-learning in general. Both groups significantly increased their level of knowledge during the course of the semester (p < 0.01), whereas users scored significantly higher in the post-test (p < 0.05).
Conclusion
The presented data support the high acceptance among users and the benefit of the e-learning project NESTOR in teaching students in orthopedics and traumatology. Based on experience and these results the permanent implementation of an additional e-learning module in the curriculum can be recommended for other faculties. In this process the critical comments of the non-users determined in the present study should be addressed.
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Interessenkonflikt. E Hoff, N. Haberstroh, K. Sostmann, C. Perka, M. Putzier, G. Schmidmaier, D.A. Back geben an, dass kein Interessenkonflikt besteht. Dieser Beitrag beinhaltet keine Studien an Menschen oder Tieren.
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Hoff, E., Haberstroh, N., Sostmann, K. et al. E-Learning in der Orthopädie und Unfallchirurgie. Orthopäde 43, 674–680 (2014). https://doi.org/10.1007/s00132-014-2313-3
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DOI: https://doi.org/10.1007/s00132-014-2313-3