Clinical records after asynchronous and synchronous e-learning courses : a multi-method randomised controlled trial on students' performance and experience
Battista, Simone LU
; Furri, Laura
; de Biagi, Giorgia
; Depedri, Lucia
; Broggi, Valeria
and Testa, Marco
(2023)
In BMC Medical Education
23.
- Abstract
BACKGROUND: Clinical Record (CR) writing is a fundamental skill for healthcare professionals, but the best e-learning methods for teaching it remain unstudied. Therefore, we investigated speech therapy students' differences in the quality production of CR at the placement and their experience after following asynchronous or synchronous e-learning courses.
METHODS: A multi-method randomised controlled trial. Fifty speech therapist students were equally and randomly divided into two groups attending asynchronous or synchronous e-learning classes to learn how to write a CR. The quality of the CR was tested through an ad hoc checklist (score 0-32) and the groups' scores were compared. The assessors and the statistician were blinded to... (More)
BACKGROUND: Clinical Record (CR) writing is a fundamental skill for healthcare professionals, but the best e-learning methods for teaching it remain unstudied. Therefore, we investigated speech therapy students' differences in the quality production of CR at the placement and their experience after following asynchronous or synchronous e-learning courses.
METHODS: A multi-method randomised controlled trial. Fifty speech therapist students were equally and randomly divided into two groups attending asynchronous or synchronous e-learning classes to learn how to write a CR. The quality of the CR was tested through an ad hoc checklist (score 0-32) and the groups' scores were compared. The assessors and the statistician were blinded to students' group assignment. Students' experience was assessed through semi-structured interviews analysed with a reflexive thematic analysis.
RESULTS: No score differences between the two groups were found (Cohen's d = 0.1; 95% Confidence Interval [-0.6; 0.7]). Four themes were generated: (1) 'Different Forms of Learning Interaction', as the synchronous group reported a positive experience with being fed back immediately by the lecturer, whereas the asynchronous group reported that pushing back the question time allows for reflecting more on the learning experience; (2) 'Different Ways to Manage the Time', as the synchronous group had to stick to the lecturer's schedule and the asynchronous group felt the possibility to manage its time; (3) 'To Be or Not To Be (Present)?' due to the different experiences of having (or not) the lecturer in front of them; (4) 'Inspiring Relationships With The Peers', where both groups preferred a peer-to-peer discussion instead of contacting the lecturer.
DISCUSSION: Asynchronous and synchronous e-learning courses appeared equally effective in teaching CR writing. However, students perceive and experience these methods differently. The choice or blend of these methods should be based on students' needs and preferences, teacher input, as well as organisational requirements rather than solely on students' attended performance.
(Less)
- author
- Battista, Simone
LU
; Furri, Laura
; de Biagi, Giorgia
; Depedri, Lucia
; Broggi, Valeria
and Testa, Marco
- publishing date
- 2023-08-18
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Humans, Computer-Assisted Instruction, Students, Learning, Educational Personnel, Allied Health Personnel
- in
- BMC Medical Education
- volume
- 23
- article number
- 584
- publisher
- BioMed Central (BMC)
- external identifiers
-
- scopus:85168322063
- pmid:37596612
- ISSN
- 1472-6920
- DOI
- 10.1186/s12909-023-04528-2
- language
- English
- LU publication?
- no
- additional info
- © 2023. BioMed Central Ltd., part of Springer Nature.
- id
- b84dce2c-550d-4aa7-89f3-536be4a3f052
- date added to LUP
- 2023-08-31 14:24:33
- date last changed
- 2024-04-20 02:19:32
@article{b84dce2c-550d-4aa7-89f3-536be4a3f052,
abstract = {{<p>BACKGROUND: Clinical Record (CR) writing is a fundamental skill for healthcare professionals, but the best e-learning methods for teaching it remain unstudied. Therefore, we investigated speech therapy students' differences in the quality production of CR at the placement and their experience after following asynchronous or synchronous e-learning courses.</p><p>METHODS: A multi-method randomised controlled trial. Fifty speech therapist students were equally and randomly divided into two groups attending asynchronous or synchronous e-learning classes to learn how to write a CR. The quality of the CR was tested through an ad hoc checklist (score 0-32) and the groups' scores were compared. The assessors and the statistician were blinded to students' group assignment. Students' experience was assessed through semi-structured interviews analysed with a reflexive thematic analysis.</p><p>RESULTS: No score differences between the two groups were found (Cohen's d = 0.1; 95% Confidence Interval [-0.6; 0.7]). Four themes were generated: (1) 'Different Forms of Learning Interaction', as the synchronous group reported a positive experience with being fed back immediately by the lecturer, whereas the asynchronous group reported that pushing back the question time allows for reflecting more on the learning experience; (2) 'Different Ways to Manage the Time', as the synchronous group had to stick to the lecturer's schedule and the asynchronous group felt the possibility to manage its time; (3) 'To Be or Not To Be (Present)?' due to the different experiences of having (or not) the lecturer in front of them; (4) 'Inspiring Relationships With The Peers', where both groups preferred a peer-to-peer discussion instead of contacting the lecturer.</p><p>DISCUSSION: Asynchronous and synchronous e-learning courses appeared equally effective in teaching CR writing. However, students perceive and experience these methods differently. The choice or blend of these methods should be based on students' needs and preferences, teacher input, as well as organisational requirements rather than solely on students' attended performance.</p>}},
author = {{Battista, Simone and Furri, Laura and de Biagi, Giorgia and Depedri, Lucia and Broggi, Valeria and Testa, Marco}},
issn = {{1472-6920}},
keywords = {{Humans; Computer-Assisted Instruction; Students; Learning; Educational Personnel; Allied Health Personnel}},
language = {{eng}},
month = {{08}},
publisher = {{BioMed Central (BMC)}},
series = {{BMC Medical Education}},
title = {{Clinical records after asynchronous and synchronous e-learning courses : a multi-method randomised controlled trial on students' performance and experience}},
url = {{http://dx.doi.org/10.1186/s12909-023-04528-2}},
doi = {{10.1186/s12909-023-04528-2}},
volume = {{23}},
year = {{2023}},
}