A New Hybrid Concept, Combining Lectures and Case-Seminars, Resulted in Superior Ratings from Both Undergraduate Medical Students and Teachers

Figures & data

Figure 1 Schedule for the first week, the theoretical week, in the new concept for teaching gastrointestinal diseases to medical students.

Table 1 Comparison of Student-Ratings from the Old Form of Education (Fall 2015), the New Concept (Started in Spring 2016) and the Last Semester (Spring 2018). Scale of 1–6, with 6 as the Best, for the Studied Nine Subgroups

	Old Form (n=58)	New Concept (n=52)	p-value Old vs New	Last Semester (n=45)	p-value Old vs Last
Lectures	3.8	4.9	<0.001	5.1	<0.001
PBL/Case-seminars	4.2	4.8	0.435	4.8	0.015
Group seminars	4.3	4.1	0.298	5.0	0.110
Practical training	3.8	4.5	0.222	4.9	0.011
Mirrors goals	4.3	5.2	0.002	5.0	0.024
Reach goals	4.7	4.9	0.764	4.9	0.803
Teacher commitment	3.6	4.6	0.004	4.8	<0.001
Feedback	3.4	3.7	0.035	3.9	0.043
Opportunity to participate	4.5	4.7	0.535	4.9	0.230

Figure 2 Scores (1–6, with 6 the best) from 621 individual students (57% females) on the quality of the given lectures, group seminars, problem-based learning/case-studies and practical training during 2012 to 2018. Note the introduction of the new teaching concept in the spring semester of 2016 (16:1, after the dotted line). The broken line represents the results from a continuously high-ranked department in our semester.

Figure 3 Student-rating (1–6) of to what extent the given education mirrored the learning goals and their possibility to reach them, and teaching stimulation, feedback and opportunity to participate. Introduction of the new teaching concept after the dotted line, while the broken represents the results from a high-ranked department in our semester.

Figure 4 Teacher-scored comparison of lectures, cases, their own commitment, feedback from students and student activity between the new and former concept on a three-grade Likert scale (new better, no difference, former better). Note the overall improvements, especially in lectures.