Synchronous and asynchronous teaching modalities of nervous system imaging: styles and learning outcomes
DOI:
https://doi.org/10.5944/ried.1.14.810Keywords:
classical education, distance learning, learning, web technology, radiology, e-learningAbstract
This study focused on the role of cognitive processes (reasoning, problem solving and decision making) and performance practice in the formation of attitudes and behaviours related to health issues. It was conducted to evaluate the effects of pedagogical experiences on students who participated in the course in radiography in the Nervous System Imaging Unit (RSN) at the Lisbon Health School of Technology. Hybrid (face-to-face and virtual) teaching methodologies were used in theory and practical sessions. Honey and Munford’s method was used to evaluate the learning profile of students. To monitor and evaluate students’ knowledge acquisition, check lists based on program topics were applied. Other information was supplied through the Moodle learning platform. The student group with mostly a reflective learning style increased their knowledge. The asynchronous method was shown to produce a
higher success rate and more flexibility in accessing content but also registered some limitations such as resistance by students, increased workload for teachers, lack of access on the platform and inexperience of all parties involved in handling the platform.
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