Cardiac physiology: comparison of an e-learning and classroom-based resource for first-year medical students

ABSTRACT

Medical education is moving towards more interactive teaching methods. During Year 1 at Manchester Medical School (MMS), students study the heart in preparation for the hospital-based years of study. Cardiovascular disease (CVD) is the main cause of mortality worldwide and thus, the content studied in Year 1 is essential for practising clinicians. This study produced an e-learning resource (ELR) and a classroom-based lesson (CBL), which both aimed to increase students’ understanding of CVD by using ‘patient’-centred activities. Confidence surveys pre- and post-resource were used to assess their efficacy, while questionnaires and verbal feedback assessed the resources’ enjoyability. It was hypothesised the resources would increase participants’ confidence in their understanding of CVD. As hypothesised, Year 1 students’ confidence significantly increased after both resources (Wilcoxon matched pairs signed rank test, n = 22 for ELR and n = 13 for CBL, P < 0.05), and feedback suggested students found the resources enjoyable and engaging. Students reported greater confidence increases in their pharmacology knowledge and communication skills after the CBL vs ELR, whilst confidence in their anatomy and physiology knowledge had greater increases after the ELR. These findings support studies that suggest interactive learning is effective and suggest different teaching methods could be used to provide a well-rounded education.

KEYWORDS:

• Education
• cardiology
• student
• E-learning
• student-led teaching

Acknowledgments

I would like to thank Dr XX and the School of Biological Sciences at UoM for their help and support in the completion of my project.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

The project was funded by the School of Biological Sciences, University of Manchester.