• Rev Med Interne · Jun 2020

    [Assessment of a newly-implemented blended teaching of intensive care and emergency medicine at Paris-Diderot University].

    • D Vodovar, J D Ricard, L Zafrani, E Weiss, E Desrentes, and D Roux.
    • UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; FeTox, centre antipoison et de toxicovigilance de Paris, hôpital Fernand-Widal, AP-HP, 200, rue du Faubourg Saint-Denis, 75010 Paris, France. Electronic address: dominique.vodovar@aphp.fr.
    • Rev Med Interne. 2020 Jun 1; 41 (6): 368-374.

    IntroductionBlended-learning methods could be a response to student nonattendance. Non-compulsory teaching combining e-learning/interactive face-to-face sessions has been implemented at Paris-Diderot Medical School for the teaching of intensive care and emergency medicine during the 2018/2019 university period. The aim of the study was to assess this newly-implemented blended teaching.MethodsQuestionnaire submitted to the 388 DFASM3 medical students present at the faculty exam of intensive care/emergency medicine. Attendance at a teaching modality was defined by the follow-up of more than half of this teaching modality. Correlations between attendance at e-learning and/or interactive face-to-face sessions, and grade were performed.ResultsA total of 358/388 (92%) students participated in this survey. A quarter of the students (88/321 - 25%) reported they usually attended at traditional lectures. Regarding blended-learning, 210/317 (67%) students reported having attended at e-learning courses and 84/321 (27%) attended at interactive face-to-face sessions. The distribution of students according to their attendance at e-learning and/or interactive face-to-face sessions was significantly different (P<0.01). There was a significant correlation (P<0.001) between attendance at e-learning and grade obtained at the faculty exam. Nevertheless, this correlation was also found for these students in another course taught traditionally. Overall, 309/315 (98%) students were satisfied with the blended teaching, 297/318 (93%) wanted its extent to the whole medical school's curriculum.ConclusionThe use of combined learning methods reached more students than traditional teachings and allowed the University to focus on its role of knowledge transfer.Copyright © 2020 Société Nationale Française de Médecine Interne (SNFMI). Published by Elsevier Masson SAS. All rights reserved.

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