The AAO Journal, 2022/06, 32(2):26. doi: 10.53702/2375-5717-32.2.15, type of study: ,ret,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Free full text   (https://meridian.allenpress.com/aaoj/article/32/2/15/482674/LBORC-NUFA-Poster-Abstracts-2022-Students)

Keywords:

blended learning [2]
medical students [693]
osteopathic principles and practices [2]
remote learning [5]
retrospective study [339]

Abstract:

Introduction: Blended learning is a combination of face-to-face and computer-mediated instruction. In recent literature, attributes of blended learning include a significant improvement in post-test scores compared to pre-test scores on a topic, which suggests this to be an effective method of permanent learning. Osteopathic medical education requires students to spend additional hours learning Osteopathic Principles and Practices (OPP), in which information is delivered in lecture and hands-on settings. COMP-Northwest in Oregon is a branch campus of COMP located in California. During Fall 2019, COMP-Northwest piloted a mandatory digital learning platform using the same OPP curriculum, while the use of digital materials was optional at COMP. Objective: To determine the effects of delivering the OPP curriculum with blended learning materials on test outcomes. Methods: Using a linear regression model, compare the written and practical exam scores between first-year osteopathic medical students of COMP-Northwest (DONW 2023) and COMP (DO 2023). Measure students’ perception of materials using a universal assessment tool. Results: OPP written scores for COMP-NW and COMP were 77.1 ± 13.0 and 77.8 ± 11.9 (p=0.645) with overall written scores being 80.3 ± 6.9 and 81.3 ± 6.6, respectively. OPP practical scores for COMP-NW and COMP were 92.4 ± 5.4 and 93.2 ± 5.6 (p=0.233), respectively. Discussion: The results were inconclusive to the effects of blended learning. Exam scores were not statistically significant between DONW 2023 and DO 2023 in Fall 2019. However, student satisfaction was high with blended learning. In the setting of curricular confounding factors and limited sample size, a larger study over time is indicated.