Impact of a Heutagogical, Multimedia-Based Teaching Concept to Promote Self-Determined, Cooperative Student Learning in Clinical Radiology

Abstract

Purpose To date, didactic lecturing is a common method of university medical training. However, higher levels of competence to solve complex issues are hardly to be achieved with a largely passive learning style. We established and evaluated a heutagogical blended learning concept to investigate self-determined learning with a multimedia-based, interactive approach in the lecture room to teach clinical radiology.

Materials and Methods In the 2019/2020 winter semester, we included 266 medical students in their fourth academic year in our prospective, observational study. Students participated in a series of 11 radiological lectures given by 10 lecturers. They were requested to prepare for lectures by watching learning videos. During the lecture, students had to answer key-feature questions (KFQ) in small groups and to jointly submit their answers by means of an audience response system (ARS). After each lecture and the exam, we conducted surveys and compared results with a historical control group. A focus group interview with lecturers was performed after conclusion of the lecture series.

Results The students’ overall impression of the “flipped classroom” concept and their examination grades were superior to historical controls (overall impression: 1.5 [95 % CI 1.4–1.6] vs. 2.7 [95 % CI 2.5–2.9] rated on a scale from 1 to 6, p < 0.001; examination grades: 1.8 [95 % CI 1.7–1.9] vs. 2.0 [95 % CI 1.9–2.0] rated on a scale from 1 to 5, p < 0.001). Most students agreed that learning videos (76.6 %), ARS (88.5 %), KFQ (76.5 %), and solution-oriented small group discussions (83.7 %) were useful. Lecturers stated an improved convergence of demands on learning and clinical competence. However, they also emphasized an increased initial effort for implementation.

Conclusion Students rated the overall benefit from the heutagogical “flipped classroom” concept as high. Examination grades improved. According to lecturers, the “flipped classroom” concept better matched later professional demands than traditional lectures.

Key Points: 

• The benefit of the “flipped classroom” concept for radiological lectures was rated high by students.

• Most students were satisfied with the multimedia and interactive elements of lectures.

• Lecturers considered heutagogical learning demands as appropriate for later clinical requirements.

Citation Format

• Teichgräber U, Ingwersen M, Mentzel H et al. Impact of a Heutagogical, Multimedia-Based Teaching Concept to Promote Self-Determined, Cooperative Student Learning in Clinical Radiology. Fortschr Röntgenstr 2021; 193: 701 – 711

Zusammenfassung

Ziel Die Vorlesung als Frontalunterricht ist ein zentraler Bestandteil der universitären Ausbildung. Allerdings sind hohe Kompetenzen zur Lösung von komplexen Aufgabenstellungen kaum durch einen überwiegend passiven Lernstiel zu erlangen. In dieser Studie haben wir das heutagogische Konzept des selbstbestimmten, integrierten Lernens in der radiologischen Hauptvorlesung implementiert und evaluiert.

Material und Methoden An der prospektiven Beobachtungsstudie nahmen 266 Medizinstudierende des vierten Studienjahres teil. Im Wintersemester 2019/2020 besuchten die Studierenden 11 Vorlesungen der klinischen Radiologie, die von 10 Dozierenden geleitet wurden. Die Studierenden wurden aufgefordert, sich mit Lernvideos auf jede der Vorlesungen gezielt vorzubereiten. Im Laufe der Vorlesung waren in Kleingruppen wiederholt „Key-Feature-Questions“ (KFQ) zu lösen und über ein Abstimmungssystem zu beantworten. Nach den Vorlesungen und der Schein-relevanten Abschlussprüfung wurden die Studierenden und Dozierenden zu ihrer Einschätzung des Konzepts befragt. Die Ergebnisse wurden mit einer historischen Kontrollgruppe verglichen.

Ergebnisse Der Gesamteindruck der Studierenden vom „flipped classroom“-Konzept sowie die Examensnoten waren besser als nach traditioneller Vorlesung (Gesamteindruck: 1,5 (95 %-KI 1,4–1,6) vs. 2,7 (95 %-KI 2,5–2,9) auf einer Skala von 1 bis 6; p < 0,001; Examensnoten: 1,8 (95 %-KI 1,7–1,9) vs. 2,0 (95 %-KI 1,9–2,0) auf einer Skala von 1 bis 5; p < 0,001). Die meisten Studierenden bestätigten die Nützlichkeit der Lernvideos (76,6 %), der KFQ (88,5 %), des Abstimmungssystems (76,5 %) und der Gruppenarbeit (83,7 %). Die Dozierenden stellten eine bessere Übereinstimmung der Anforderungen an das Lernen mit späteren beruflichen Kompetenzen fest. Allerdings erforderte die Implementierung des neuen Konzepts einen nennenswerten Mehraufwand.

Schlussfolgerung Die Studierenden beurteilten den Gesamtnutzen des heutagogischen Lehrkonzepts „flipped classroom“ in der klinischen Radiologie als hoch. Die Examensnoten verbesserten sich leicht gegenüber denen vergangener Jahrgänge mit traditioneller Vorlesung. Die Dozierenden äußerten, dass das „flipped classroom“-Konzept spätere berufliche Anforderungen gut repräsentiert.

Kernaussagen: 

• Die Studierenden bewerteten den Nutzen des Konzeptes „flipped classroom“ als hoch.

• Die meisten Studierenden waren zufrieden mit den multimedialen und interaktiven Vorlesungselementen.

• Die Dozierenden beurteilten die Anforderungen selbstbestimmten Lernens als analog zur Berufspraxis.

Key words

didactics - heutagogy - interactive learning environments - key feature questions - flipped classroom - medical education

Publikationsverlauf

Eingereicht: 11. September 2020

Angenommen: 11. November 2020

Artikel online veröffentlicht:
16. Dezember 2020

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