Blended Learning Educational Format for Third-Year Pediatrics Clinical Rotation.

Area of Science:

• Medical Education Technology
• Clinical Training Innovations
• Osteopathic Medicine

Background:

• Traditional medical education is evolving to integrate technology.
• Online educational activities supplement face-to-face clinical instruction.
• Engaging students at remote clinical sites is a key challenge.

Purpose of the Study:

• To evaluate the effectiveness of blended learning for third-year osteopathic medical students.
• Assessing a curriculum combining online and face-to-face pediatric instruction.
• Determining the impact on student learning and satisfaction.

Main Methods:

• A cohort of third-year osteopathic medical students were divided into standard and blended learning groups.
• The blended group utilized online activities like virtual patients and modules.
• Comprehensive Osteopathic Medical Achievement Test scores and final grades were compared.

Main Results:

• Blended learning students reported high satisfaction with the integrated format.
• No significant difference in Comprehensive Osteopathic Medical Achievement Test scores was observed.
• Blended learning students achieved higher final course grades, with more honors (P=.015).

Conclusions:

• Blended learning is a viable and effective format for clinical training environments.
• Balancing technology-enhanced learning with face-to-face patient interaction is crucial.
• Online learning should supplement, not replace, direct clinical experience.