Background/Purpose:

Electronic-learning (e-learning) has recently increased in use. Blended learning combines e-learning with traditional training. At the University of Cincinnati Division of Rheumatology, only traditional methods have been used for the education of resident and medical student rotators. Covering all aspects of basic rheumatology can be challenging in this short exposure time in addition, existing conventional teaching methods may not always allow the learners to retain and apply what they have learned.

The objective of this study was to determine if blended learning leads to better learning than traditional methods currently utilized during the four-week Rheumatology rotation for residents and students.

Methods:

A digital CD module on Rheumatoid Arthritis (RA) was designed using Lectora® software following established methods, compliant with the learning industry standard SCORM (Sharable Content Object Reference Model). This included interactive links for a learner-directed process. Rotators were randomly allocated to two groups: 1) traditional and 2) blended. Both groups received comparable lectures and clinical exposure. The blended group also utilized the module. Performance was assessed using pre- and post-tests. The difference between the group scores was calculated using the Wilcoxon signed-rank test. The blended group also evaluated the CD module using five point Likert scales to determine, ease of use, navigation, and acceptability.

Results:

In the traditional group, the median post-test score stayed the same (P-value=NS) versus the blended group, which increased by three and a half points (P-value=0.002) (Table 1). The pre-test scores for both groups were not statistically different. Learners with an interest in Rheumatology scored generally higher. The questionnaire revealed that 88% (N=15) thought they had a better understanding about RA than they did before using the module, 82% (N=14) of learners favored using the module, and agreed it was useful for future exams, and 94% (N=16) thought access to other rheumatology modules would be beneficial.  There was no difference between the baseline scores of the two groups. Baseline characteristics were also similar, regarding age, sex and level of training.

Conclusion:

In this pilot study, blended learning resulted in improved learning for residents and medical students during the rheumatology rotation. Implementation of this module will likely enhance trainee learning in the Rheumatology rotation.

 

Table 1: Difference Between Pre and Post-Test Scores
Traditional Group (No Module, N=8)
Variable	Median	Range	P- value
Pre-test Scores	31	20-35	NS
Post-test Scores	31	28-39
Blended Group (With Module, N=19
Pre-test Scores	30	23-36	0.002
Post-test Scores	33.5	26-40

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ACR Meeting Abstracts - https://acrabstracts.org/abstract/electronic-learning-module-enhances-rheumatology-education/