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Preparation by mandatory E-modules improves learning of practical skills: a quasi-experimental comparison of skill
Kelly J Kwant1, Eugene J F M Custers2, Femke J Jongen-Hermus3
1Department Clinical Skills Training, University Medical Center Utrecht, HB Building 3.06, P.O. Box 85500, , 3508, Utrecht, GA, The Netherlands. k.j.kwant-2@umcutrecht.nl.
Background:
Until recently, students at UMC Utrecht Faculty of Medicine prepared for practical skills training sessions by studying recommended literature and making written assignments, which was considered unsatisfactory. Therefore, mandatory e-modules were gradually introduced as substitute for the text based preparation. This study aimed to investigate whether this innovation improved students' performance on the practical skills (OSCE) examination.
Method:
In both the 2012 and 2013 OSCEs, e-modules were available for some skill stations whereas others still had text based preparation. We compared students' performance, both within and between cohorts, for skill stations which had e-module preparation versus skill stations with text based preparation.
Results:
We found that performance on skill stations for which students had prepared by e-modules was significantly higher than on stations with text based preparation, both within and between cohorts. This improvement cannot be explained by overall differences between the two cohorts.
Conclusion:
Our results show that results of skills training can be improved, by the introduction of e-modules without increasing teacher time. Further research is needed to answer the question whether the improved performance is due to the content of the e-modules of to their obligatory character.
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