Digital teaching and assessment of psychomotor skills of the clinical head and neck examination during COVID-19 pandemic.
COVID-19
Digital assessment
Digital teaching
Psychomotor skills
Journal
European archives of oto-rhino-laryngology : official journal of the European Federation of Oto-Rhino-Laryngological Societies (EUFOS) : affiliated with the German Society for Oto-Rhino-Laryngology - Head and Neck Surgery
ISSN: 1434-4726
Titre abrégé: Eur Arch Otorhinolaryngol
Pays: Germany
ID NLM: 9002937
Informations de publication
Date de publication:
Nov 2023
Nov 2023
Historique:
received:
09
03
2023
accepted:
24
04
2023
pubmed:
13
5
2023
medline:
13
5
2023
entrez:
12
5
2023
Statut:
ppublish
Résumé
During COVID-19, a fully digital course was established for teaching and assessing the psychomotor skills of clinical head and neck examination. Influence of different digital teaching formats was investigated. The students (n = 286) received disposable instruments, a manual, and instructional videos for the examination. 221 students additionally received 45 min of interactive teleteaching. After 5 days of practice, all students were required to submit a video of their examination and report their spent practice time. The assessment was carried out using a checklist which was already established in presence teaching. The average score achieved by digital teaching was 86%. Previously published data show that presence teaching achieved 94%. With a teleteaching unit the total score was significantly better than without (87% vs 83%). Teleteaching leads to a significant positive correlation between practice time and total score. Without teleteaching there is a negative correlation. After the same practice time, presence teaching leads to better total scores than digital teaching. Digital teaching and assessing of a complex psychomotor skill is possible. Interactive teaching methods increase learning success. Nevertheless, presence teaching seems to be better at teaching these skills. The results can provide a basis for developing hybrid teaching models.
Identifiants
pubmed: 37173536
doi: 10.1007/s00405-023-07998-8
pii: 10.1007/s00405-023-07998-8
pmc: PMC10180612
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
4835-4844Informations de copyright
© 2023. The Author(s).
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