Comparative assessment between online and face- to- face learning in terms of surgery academic performance of clinical clerks of FEU- NRMF medical center / [author: Principal Investigator]: Francisco, Rimmon Jerson DJ. [co-author]: Ong, Raymund Andrew G.
Comparative assessment between online and face- to- face learning in terms of surgery academic performance of clinical clerks of FEU- NRMF medical center / [author: Principal Investigator]: Francisco, Rimmon Jerson DJ. [co-author]: Ong, Raymund Andrew G.
- Fairview, Quezon City: Department of SUrgery, FEU-NRMF, 2023
- (in folder) with flash drive (soft copy)
Includes bibliographical references.
ABSTRACT: Introduction: The cancellation of traditional classes during COVID-19 made online learning popular. This approach uses information technology where students are provided with learning materials using online approach. For several medical students, actual face to face learning is not only regarded important, but crucial in obtaining technical knowledge in the field of Medicine. Training materials, delivery medium of instruction and even learning styles are proven to be predictors of academic performance. However, approaches or modality to learning is investigated poorly. Thus, this research study was conducted to provide an objective comparison between online and face to face classes in terms of academic performance of clinical clerks rotating in Surgery at FEU Nicanor Reyes Medical Foundation. Methods: A retrospective comparative research design was used where clinical clerks who were once enrolled under the face-to-face classes were compared to clinical clerks who were part of the online lecture approach during their respective academic years. Test for Independent Samples was used to compare surgery academic performance of medical clerks under online and face to face in terms of number of attendances, oral examination grade and final examination grades. Results: Regular clinical clerks who had online learning significantly have better mean attendance scores (19.9±0.6) than those who had face to face learning (19.4±0.21) (p<0.001). However, skills demonstration grade was significantly lower among regular clinical clerks who had online learning (17.0±1.4) than those who had face to face learning (19.8±1.0) (p<0.011). The mean quiz scores, oral examination grade and reporting grade did not differ significantly between the two groups. Overall, the final examination grade was significantly higher among those who had online learning (87.4+5.1) than those who had face to face learning (66.0±4.5) (p<0.001). These findings clinical clerks. were similar to midyear Discussion. The surgery academic performance of clinical clerks under online learning platform was significantly better than face to face learning in terms of attendance and final grade. However, face to face learning remains to be superior in terms of skill demonstrations grade. These observations were consistent with regular and midyear clinical clerks. Prospective randomized studies are recommended to determine factors which influence online learning outcomes among clinical clerks. Keywords: Online and Face- Face Learning, Academic Performance
Research - Department of Surgery
SUR 2023 0002
Includes bibliographical references.
ABSTRACT: Introduction: The cancellation of traditional classes during COVID-19 made online learning popular. This approach uses information technology where students are provided with learning materials using online approach. For several medical students, actual face to face learning is not only regarded important, but crucial in obtaining technical knowledge in the field of Medicine. Training materials, delivery medium of instruction and even learning styles are proven to be predictors of academic performance. However, approaches or modality to learning is investigated poorly. Thus, this research study was conducted to provide an objective comparison between online and face to face classes in terms of academic performance of clinical clerks rotating in Surgery at FEU Nicanor Reyes Medical Foundation. Methods: A retrospective comparative research design was used where clinical clerks who were once enrolled under the face-to-face classes were compared to clinical clerks who were part of the online lecture approach during their respective academic years. Test for Independent Samples was used to compare surgery academic performance of medical clerks under online and face to face in terms of number of attendances, oral examination grade and final examination grades. Results: Regular clinical clerks who had online learning significantly have better mean attendance scores (19.9±0.6) than those who had face to face learning (19.4±0.21) (p<0.001). However, skills demonstration grade was significantly lower among regular clinical clerks who had online learning (17.0±1.4) than those who had face to face learning (19.8±1.0) (p<0.011). The mean quiz scores, oral examination grade and reporting grade did not differ significantly between the two groups. Overall, the final examination grade was significantly higher among those who had online learning (87.4+5.1) than those who had face to face learning (66.0±4.5) (p<0.001). These findings clinical clerks. were similar to midyear Discussion. The surgery academic performance of clinical clerks under online learning platform was significantly better than face to face learning in terms of attendance and final grade. However, face to face learning remains to be superior in terms of skill demonstrations grade. These observations were consistent with regular and midyear clinical clerks. Prospective randomized studies are recommended to determine factors which influence online learning outcomes among clinical clerks. Keywords: Online and Face- Face Learning, Academic Performance
Research - Department of Surgery
SUR 2023 0002
