{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,4,25]],"date-time":"2024-04-25T15:04:41Z","timestamp":1714057481420},"reference-count":23,"publisher":"Springer Science and Business Media LLC","issue":"8","license":[{"start":{"date-parts":[[2021,2,3]],"date-time":"2021-02-03T00:00:00Z","timestamp":1612310400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2021,2,3]],"date-time":"2021-02-03T00:00:00Z","timestamp":1612310400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"name":"Universit\u00e4tsmedizin Rostock"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["HNO"],"published-print":{"date-parts":[[2021,8]]},"abstract":"<jats:title>Zusammenfassung<\/jats:title><jats:sec>\n                <jats:title>Hintergrund<\/jats:title>\n                <jats:p>Der Pr\u00e4senzunterricht ist die vorherrschende Lehrmethode der Universit\u00e4ten, ist jedoch im Rahmen der digitalen Transformation und des zunehmenden Zugriffs auf Online-Lehrmaterialien zu hinterfragen. Ziel dieser Studie war es zu evaluieren, inwiefern das elektronische Lernen (E-Learning) online als Ersatz f\u00fcr das herk\u00f6mmliche Anwesenheitspraktikum f\u00fcr Hals-Nasen-Ohren-Heilkunde genutzt werden kann.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Material und Methoden<\/jats:title>\n                <jats:p>Ein vollst\u00e4ndig digitales elektronisches Lernkonzept wurde auf der Online-Lernplattform ILIAS erstellt und zur Verf\u00fcgung gestellt. Die teilnehmenden Studierenden wurden in das elektronische Lernprogramm eingewiesen. Es wurden 4\u00a0Lerneinheiten (\u00e4u\u00dferer Hals\u00a0[I], Rachen\/Kehlkopf\u00a0[II], Nase\u00a0[III], Ohr\u00a0[IV]) eingerichtet. Nach jeder Lerneinheit erfolgte abschlie\u00dfend ein themenentsprechender Multiple-Choice-Test. Sowohl vor als auch nach Durchf\u00fchrung der Lernkurse wurden die Studierenden gebeten, an der Evaluation teilzunehmen.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Ergebnisse<\/jats:title>\n                <jats:p>Insgesamt 105 Studierende nahmen vor und 85\u00a0Studierende nach erfolgtem elektronischem Lernprogramm an der Evaluation teil. Die Mehrheit der Studierenden (52,94\u202f%) gab nach Durchf\u00fchrung der Kurse einen signifikant h\u00f6heren Zufriedenheitswert bez\u00fcglich des Inhalts, der Darstellung der Lernsequenzen und der eigenen Kontrolle \u00fcber Lerntempo bzw. Zeiteinteilung gegen\u00fcber dem Zeitpunkt vor Absolvierung des elektronischen Lernprogramms (34,29\u202f%) an (<jats:italic>p<\/jats:italic>\u202f&lt;\u202f0,0001). Ein Gro\u00dfteil der Studierenden (54,12\u202f%) w\u00fcnscht sich das elektronische Lernangebot zus\u00e4tzlich zur Pr\u00e4senzlehre.<\/jats:p>\n              <\/jats:sec><jats:sec>\n                <jats:title>Schlussfolgerungen<\/jats:title>\n                <jats:p>Das elektronische Lernprogramm ist ein vielversprechender Ansatz als Alternative bzw. Erg\u00e4nzung zum traditionellen Lernen bzw. dem Lernen durch die Teilnahme an Pr\u00e4senzveranstaltungen. Eine Erweiterung der digitalen Lehre kann auf der Basis dieser Untersuchung ausdr\u00fccklich unterst\u00fctzt werden.<\/jats:p>\n              <\/jats:sec>","DOI":"10.1007\/s00106-021-01008-1","type":"journal-article","created":{"date-parts":[[2021,2,3]],"date-time":"2021-02-03T17:03:12Z","timestamp":1612371792000},"page":"642-649","update-policy":"http:\/\/dx.doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Elektronisches Lernen f\u00fcr Studenten in der Hals-Nasen-Ohren-Heilkunde durch Nutzung des Content-Management-Systems ILIAS"],"prefix":"10.1007","volume":"69","author":[{"given":"Sara M.","family":"van Bonn","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jan S.","family":"Grajek","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Wilma","family":"Gro\u00dfmann","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Hans E.","family":"Bernd","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Stefanie","family":"Rettschlag","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Robert","family":"Mlynski","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Nora M.","family":"Weiss","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2021,2,3]]},"reference":[{"key":"1008_CR1","doi-asserted-by":"publisher","DOI":"10.1002\/9781119239086","volume-title":"E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning","author":"RC Clark","year":"2016","unstructured":"Clark\u00a0RC, Mayer\u00a0RE (2016) E\u2011learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. 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