Background: Due to declining student ratings, a new teaching method was applied to a course in gastrointestinal diseases for undergraduate medical students. Problem-based learning was replaced with our new concept, consisting of a theory week with traditional lectures and case seminars.
Methods: In this retrospective study, we compared student-ratings from the problem-based learning era to a new hybrid concept. The students evaluated the concepts by rating (1– 6, 6 = best) nine different subject areas. Additional free text comments were possible. Teachers working with both concepts did likewise. Statistical differences between the two periods were studied by Mann Whitney U-test.
Results: The study group consisted 621 students (57% females, total response rate of 52%). Scores for lectures (4.9 vs.3.8) and teaching stimulation and feedback (4.6 vs 3.6, and 3.7 vs 3.4, respectively), and to what extent the contents reflected learning goals (5.2 vs 4.3, p< 0.05 for all) were instantly improved, which also prevailed in the following semesters. At the end of the study period, a significant improvement in case seminars (4.8 vs 4.3) and practical training (4.9 vs 3.8, p< 0.05 for both) was seen. Free text answers revealed that the students felt more prepared for their clinical rotation. Teachers rated the new hybrid concept higher (4.7 vs 3.5, p< 0.05) and especially praised the new lectures.
Conclusion: The new learning concept resulted in both improved student-ratings and more satisfied teachers. We believe that the hybrid concept, combining lectures and case-seminars, facilitated learning and improved the learning climate. The subsequent uninterrupted practical training also received improved scores.



中文翻译：

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一种新的混合概念，结合讲座和案例研讨会，获得本科医学生和教师的优异评价

背景：由于学生收视率下降，一种新的教学方法被应用于本科医学生胃肠疾病课程。基于问题的学习被我们的新概念所取代，包括一个理论周、传统讲座和案例研讨会。
方法：在这项回顾性研究中，我们将基于问题的学习时代的学生评分与新的混合概念进行了比较。学生通过对九个不同学科领域的评分（1-6、6 = 最佳）来评估这些概念。额外的自由文本评论是可能的。使用这两个概念的老师也这样做了。Mann Whitney U检验研究了两个时期之间的统计差异。
结果：研究组由 621 名学生组成（57% 为女性，总反应率为 52%）。讲座（4.9 vs.3.8）和教学激励和反馈（分别为4.6 vs 3.6和3.7 vs 3.4）以及内容反映学习目标的程度（5.2 vs 4.3，p<0.05）立即得到改善，在接下来的几个学期里也盛行。在研究期结束时，案例研讨会（4.8 对 4.3）和实践培训（4.9 对 3.8，两者的 p<0.05）都有显着改善。自由文本答案显示，学生们为他们的临床轮转做好了准备。教师对新混合概念的评价较高（4.7 vs 3.5，p<0.05），并特别赞扬了新讲座。
结论：新的学习理念既提高了学生的评价，也提高了教师的满意度。我们相信，结合讲座和案例研讨会的混合概念促进了学习并改善了学习氛围。随后不间断的实践培训也获得了提高的分数。