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- W1982532010 abstract "To investigate whether there are differences in learning outcomes after the application of self-determined (intrinsic motivation) or mandatory (extrinsic motivation) use of e-learning units in an undergraduate radiology internship.96 medical students undergoing a one-week radiology internship were included in this study. Ten electronic cases (e-cases) were created for a blended learning approach. The e-learning environment was accessed on a self-determined (group B; n=32) or a mandatory basis (group C; n=32). A group without access to the e-learning environment served as control group (group A; n=32). Usage parameters of the e-cases were recorded. Results of a pre- and post-course assessment were used to quantitatively analyze learning outcomes.In group B 19/32 (59%) students processed at least one e-case, while in group C all students processed at least one e-case. There was a trend towards a higher improvement in knowledge in students exposed to a blended learning approach (group B: 13.7%; group C: 15.4%) than in the control group (group A: 8.5%; p=0.5356). Group C processed (p=0.0093) and passed (p=0.0078) significantly more e-cases, than with group B. There were no significant differences in the mean time per e-case and the total time on e-cases between both groups.Extrinsic motivation results in a more extensive use of e-learning units in an undergraduate radiology internship when compared with intrinsic motivation. The choice of the teaching strategy has a bigger influence on learning outcomes than the type of motivation, highlighting the need for qualified medical teachers." @default.
- W1982532010 created "2016-06-24" @default.
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- W1982532010 date "2011-06-01" @default.
- W1982532010 modified "2023-10-09" @default.
- W1982532010 title "Blended learning in radiology: Is self-determined learning really more effective?" @default.
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- W1982532010 doi "https://doi.org/10.1016/j.ejrad.2010.12.059" @default.
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