Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students
Abstract Objective Online teaching has been confirmed as an effective method for maintaining educational quality in many courses. However, it remains unclear whether the teaching effectiveness of face-to-face teaching can be achieved in neurosurgery clinical courses. In this study, we aim to analyze...
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BMC
2025-02-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-06817-4 |
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| author | Jun Shen Shaolin Zhang Dongdong Sun Ruixiang Ge Sansong Chen Jincheng Fang Qian An |
| author_facet | Jun Shen Shaolin Zhang Dongdong Sun Ruixiang Ge Sansong Chen Jincheng Fang Qian An |
| author_sort | Jun Shen |
| collection | DOAJ |
| description | Abstract Objective Online teaching has been confirmed as an effective method for maintaining educational quality in many courses. However, it remains unclear whether the teaching effectiveness of face-to-face teaching can be achieved in neurosurgery clinical courses. In this study, we aim to analyze the effect of online teaching on neurosurgery by comparing it with traditional face-to-face teaching and investigating the students’ willingness to engage with online teaching, as well as their evaluations of this mode of teaching. Methods We randomly selected three classes of fourth year medical students who received online teaching and three classes of fourth year medical students who received face-to-face teaching. After completing the neurosurgery curriculum, the study examined the differences between the two groups in terms of satisfaction with the course, theoretical knowledge, and clinical practice abilities, which included medical history inquiry, physical examination, diagnosis, and treatment. In the online teaching setting, a survey was conducted to assess the students’ willingness to accept online teaching and to identify its shortcomings. Results The self-evaluation items included learning motivation, learning more targeted and more interestingly, clinical thinking ability, clinician-patient communication skills, and teamwork skills. All of these aspects were significantly better in the face-to-face group compared to the online group. Each item’s score for clinical practice abilities in the face-to-face group was notably higher than that of the online group. Students’ satisfaction with and evaluation of the effectiveness of online teaching were lower than those of face-to-face teaching. The primary drawback of online teaching is the lack of a traditional classroom atmosphere, followed by limited interaction with teachers and classmates. Conclusions The face-to-face group had better self-evaluation and clinical practice abilities than the online group. Additionally, students expressed a preference for face-to-face teaching of neurosurgery clinical courses. The absence of a traditional classroom atmosphere is the main drawback of online teaching. Therefore, online teaching cannot completely replace traditional face-to-face teaching in neurosurgery clinical courses. |
| format | Article |
| id | doaj-art-fd92608befa742f3bc53657983d0575c |
| institution | DOAJ |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-fd92608befa742f3bc53657983d0575c2025-08-20T02:48:33ZengBMCBMC Medical Education1472-69202025-02-012511910.1186/s12909-025-06817-4Comparison of face-to-face teaching and online teaching in neurosurgery education for medical studentsJun Shen0Shaolin Zhang1Dongdong Sun2Ruixiang Ge3Sansong Chen4Jincheng Fang5Qian An6Department of Neurosurgery, The First Affiliated Hospital (YiJiShan Hospital) of Wannan Medical CollegeDepartment of Neurosurgery, The First Affiliated Hospital (YiJiShan Hospital) of Wannan Medical CollegeDepartment of Neurosurgery, The First Affiliated Hospital (YiJiShan Hospital) of Wannan Medical CollegeDepartment of Neurosurgery, The First Affiliated Hospital (YiJiShan Hospital) of Wannan Medical CollegeDepartment of Neurosurgery, The First Affiliated Hospital (YiJiShan Hospital) of Wannan Medical CollegeDepartment of Neurosurgery, The First Affiliated Hospital (YiJiShan Hospital) of Wannan Medical CollegeDepartment of Respiratory and Critical Care Medicine, Wuhu Hospital of Traditional Chinese MedicineAbstract Objective Online teaching has been confirmed as an effective method for maintaining educational quality in many courses. However, it remains unclear whether the teaching effectiveness of face-to-face teaching can be achieved in neurosurgery clinical courses. In this study, we aim to analyze the effect of online teaching on neurosurgery by comparing it with traditional face-to-face teaching and investigating the students’ willingness to engage with online teaching, as well as their evaluations of this mode of teaching. Methods We randomly selected three classes of fourth year medical students who received online teaching and three classes of fourth year medical students who received face-to-face teaching. After completing the neurosurgery curriculum, the study examined the differences between the two groups in terms of satisfaction with the course, theoretical knowledge, and clinical practice abilities, which included medical history inquiry, physical examination, diagnosis, and treatment. In the online teaching setting, a survey was conducted to assess the students’ willingness to accept online teaching and to identify its shortcomings. Results The self-evaluation items included learning motivation, learning more targeted and more interestingly, clinical thinking ability, clinician-patient communication skills, and teamwork skills. All of these aspects were significantly better in the face-to-face group compared to the online group. Each item’s score for clinical practice abilities in the face-to-face group was notably higher than that of the online group. Students’ satisfaction with and evaluation of the effectiveness of online teaching were lower than those of face-to-face teaching. The primary drawback of online teaching is the lack of a traditional classroom atmosphere, followed by limited interaction with teachers and classmates. Conclusions The face-to-face group had better self-evaluation and clinical practice abilities than the online group. Additionally, students expressed a preference for face-to-face teaching of neurosurgery clinical courses. The absence of a traditional classroom atmosphere is the main drawback of online teaching. Therefore, online teaching cannot completely replace traditional face-to-face teaching in neurosurgery clinical courses.https://doi.org/10.1186/s12909-025-06817-4Case-based learningFace-to-face teachingNeurosurgeryOnline teachingProblem-based learning |
| spellingShingle | Jun Shen Shaolin Zhang Dongdong Sun Ruixiang Ge Sansong Chen Jincheng Fang Qian An Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students BMC Medical Education Case-based learning Face-to-face teaching Neurosurgery Online teaching Problem-based learning |
| title | Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students |
| title_full | Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students |
| title_fullStr | Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students |
| title_full_unstemmed | Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students |
| title_short | Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students |
| title_sort | comparison of face to face teaching and online teaching in neurosurgery education for medical students |
| topic | Case-based learning Face-to-face teaching Neurosurgery Online teaching Problem-based learning |
| url | https://doi.org/10.1186/s12909-025-06817-4 |
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