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Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum

Author

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  • Natasa M Milic
  • Goran Z Trajkovic
  • Zoran M Bukumiric
  • Andja Cirkovic
  • Ivan M Nikolic
  • Jelena S Milin
  • Nikola V Milic
  • Marko D Savic
  • Aleksandar M Corac
  • Jelena M Marinkovic
  • Dejana M Stanisavljevic

Abstract

Background: Although recent studies report on the benefits of blended learning in improving medical student education, there is still no empirical evidence on the relative effectiveness of blended over traditional learning approaches in medical statistics. We implemented blended along with on-site (i.e. face-to-face) learning to further assess the potential value of web-based learning in medical statistics. Methods: This was a prospective study conducted with third year medical undergraduate students attending the Faculty of Medicine, University of Belgrade, who passed (440 of 545) the final exam of the obligatory introductory statistics course during 2013–14. Student statistics achievements were stratified based on the two methods of education delivery: blended learning and on-site learning. Blended learning included a combination of face-to-face and distance learning methodologies integrated into a single course. Results: Mean exam scores for the blended learning student group were higher than for the on-site student group for both final statistics score (89.36±6.60 vs. 86.06±8.48; p = 0.001) and knowledge test score (7.88±1.30 vs. 7.51±1.36; p = 0.023) with a medium effect size. There were no differences in sex or study duration between the groups. Current grade point average (GPA) was higher in the blended group. In a multivariable regression model, current GPA and knowledge test scores were associated with the final statistics score after adjusting for study duration and learning modality (p

Suggested Citation

  • Natasa M Milic & Goran Z Trajkovic & Zoran M Bukumiric & Andja Cirkovic & Ivan M Nikolic & Jelena S Milin & Nikola V Milic & Marko D Savic & Aleksandar M Corac & Jelena M Marinkovic & Dejana M Stanisa, 2016. "Improving Education in Medical Statistics: Implementing a Blended Learning Model in the Existing Curriculum," PLOS ONE, Public Library of Science, vol. 11(2), pages 1-10, February.
  • Handle: RePEc:plo:pone00:0148882
    DOI: 10.1371/journal.pone.0148882
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    Cited by:

    1. Natasa M Milic & Srdjan Masic & Jelena Milin-Lazovic & Goran Trajkovic & Zoran Bukumiric & Marko Savic & Nikola V Milic & Andja Cirkovic & Milan Gajic & Mirjana Kostic & Aleksandra Ilic & Dejana Stani, 2016. "The Importance of Medical Students' Attitudes Regarding Cognitive Competence for Teaching Applied Statistics: Multi-Site Study and Meta-Analysis," PLOS ONE, Public Library of Science, vol. 11(10), pages 1-13, October.
    2. Tracey L Weissgerber & Vesna D Garovic & Jelena S Milin-Lazovic & Stacey J Winham & Zoran Obradovic & Jerome P Trzeciakowski & Natasa M Milic, 2016. "Reinventing Biostatistics Education for Basic Scientists," PLOS Biology, Public Library of Science, vol. 14(4), pages 1-12, April.

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