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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Comparison of student satisfaction, perceived learning and outcome performance
Steven L Taliaferro1, Beverly L Harger2
1Steven Taliaferro is an assistant professor in the Basic Sciences Department at the University of Western States College of Chiropractic (2900 NE 132nd Avenue, Portland, OR 97230; staliaferro@uws.edu).
The Journal of Chiropractic Education
|July 6, 2021
Summary
Blended online learning in radiographic technique classes significantly improved student satisfaction compared to traditional lectures. Performance remained similar, indicating blended formats enhance the educational experience without compromising results.
Area of Science:
- Radiologic Technology Education
- Medical Physics Instruction
- Health Science Pedagogy
Background:
- Traditional lecture and laboratory formats are standard in radiographic technique courses.
- Evaluating novel instructional methods is crucial for enhancing student engagement and learning outcomes in radiation health and physics.
Purpose of the Study:
- To compare student satisfaction and performance between blended online and traditional classroom instruction in radiographic technique.
- To assess the impact of blended learning on radiation health and physics education.
Main Methods:
- 122 participants were randomized into either blended online or traditional classroom lecture groups.
- All participants attended in-person laboratory sessions.
- Student satisfaction and expected grades were evaluated using anonymous surveys, with analyses adjusted for demographic and experience variables.
Main Results:
- The blended learning cohort reported significantly higher overall satisfaction (p < .03) and enjoyment (p < .002) compared to the traditional group.
- No statistically significant differences in examination scores were observed between the blended and traditional instruction groups.
Conclusions:
- Blended instruction formats can enhance learner satisfaction in radiographic technique courses.
- This educational approach supports students in balancing schedules and positively influences perceived learning while maintaining comparable exam success to traditional methods.
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