Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies

Farzaneh Sedaghatkar, Aeen Mohammadi, Rita Mojtahedzadeh (), Roghayeh Gandomkar, Mahtab Rabbani Anari, Sasan Dabiri, Ardavan Tajdini and Sepideh Zoafa
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Farzaneh Sedaghatkar: Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran 1416633591, Iran
Aeen Mohammadi: Department of E-Learning in Medical Education, Center of Excellence for E-Learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran 1416614741, Iran
Rita Mojtahedzadeh: Department of E-Learning in Medical Education, Center of Excellence for E-Learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran 1416614741, Iran
Roghayeh Gandomkar: Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran 1416633591, Iran
Mahtab Rabbani Anari: Otorhinolaryngology Research Center, AmirAlam Hospital, Tehran University of Medical Sciences, Tehran 1145765111, Iran
Sasan Dabiri: Otorhinolaryngology Research Center, AmirAlam Hospital, Tehran University of Medical Sciences, Tehran 1145765111, Iran
Ardavan Tajdini: Otorhinolaryngology Research Center, AmirAlam Hospital, Tehran University of Medical Sciences, Tehran 1145765111, Iran
Sepideh Zoafa: Otorhinolaryngology Research Center, AmirAlam Hospital, Tehran University of Medical Sciences, Tehran 1145765111, Iran

IJERPH, 2023, vol. 20, issue 5, 1-9

Abstract: Microlearning is recommended to be implemented within the context of a wider teaching–learning ecosystem, especially in real working environments. Task-based learning is used in clinical education setting. This study aims at assessing the effect of an integrated approach of microlearning with task-based learning on medical students’ knowledge and performance in Ear, Nose and Throat clerkship rotation. A total of 59 final-year medical students participated in this quasi-experimental study which included two control groups (routine teaching and task-based learning methods) and one intervention group (combined microlearning and task-based learning method). Pre- and post-tests of students’ knowledge and performance were assessed through a multiple-choice question test and a Direct Observation Procedural Skills (DOPS) instrument, respectively. Performing Analysis of Covariance for knowledge post-test scores among three groups revealed significant differences (F = 3.423, p -value = 0.040) and the intervention group had the highest score. Analyzing DOPS results showed that the intervention group achieved significantly higher scores compared to the control ones for all the expected tasks ( p -values = 0.001). The findings of the present study show that the combined strategy of microlearning with task-based learning is an effective clinical teaching method for enhancing medical students’ knowledge and performance in a real working environment.

Keywords: microlearning; task-based learning; medical education; knowledge; clinical performance (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2023
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