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Interactive large-group teaching in a dermatology course.

F R Ochsendorf¹, W-H Boehncke, M Sommerlad

¹Klinikum d. J.W. Goethe-Universität, Frankfurt am Main, Germany. ochsendorf@em.uni-frankfurt.de

Medical Teacher

|June 28, 2007

Summary

Interactive case-based learning combined with bedside teaching significantly improved student satisfaction and dermatology course outcomes. This blended approach was well-received and resource-efficient compared to traditional methods.

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Area of Science:

Medical Education
Dermatology Curriculum Development

Background:

Traditional didactic approaches in medical education may not fully engage students or optimize learning outcomes.
There is a need for innovative teaching methods in practical dermatology courses to enhance student satisfaction and knowledge acquisition.

Purpose of the Study:

To evaluate the effectiveness of a combined interactive large-group case-based teaching and small-group bedside teaching approach in a dermatology course.
To compare this novel approach with standard didactic methods regarding student satisfaction and learning outcomes.

Main Methods:

A prospective study involving 204-231 students over two terms, comparing a blended teaching method with prior standard approaches.
Data collection included a nine-item questionnaire and pre/post-course multiple-choice tests.
The blended approach featured interactive case studies with dual tutors and randomly assigned bedside teaching tutors.

Main Results:

The interactive blended course received significantly higher ratings (p < 0.0001) than the standard course across all evaluated items.
Student aggregate marks improved significantly, with results comparable to small-group teaching methods.
Mean test scores in the final examination showed significant improvement (p < 0.01).

Conclusions:

The combination of large-group interactive and small-group bedside teaching is a well-accepted pedagogical strategy in dermatology.
This approach demonstrably enhances student learning outcomes and satisfaction.
The blended method is effective, comparable to small-group teaching, and requires fewer personnel resources.