Yanan Zhou, Jian Lian
The effect of music training on students' mathematics and physics development at middle schools in China: A longitudinal study
Heliyon
based evaluation examination results students necessity improvement far purely instructorbased radiological teaching local institution determined aim study use one eight seminars exemplify adaptation teaching concept according learning theory knowledge determine resulting effects interpret institutional review board approved prospective study seminar conversion performed end winter semester 20152016 didactically included course split online preparation attendance phase online followup integration interactive scaffolding practiceoriented clinical teaching according stanford peyton skills transfer extensive feedback attendance phase beginning end course student filled identical standardized questionnaires n 256 conversion using 5point likert scale 1 good 5 deficient additionally answered two randomly chosen written examination questions contentadapted questionnaire pool last five years statistical evaluation mannwhitney utest used evaluation data fishers exact test exam questions beforeafter conversion subjective total evaluation score students 322 mean value 151 standard deviation 166 078 p 0001 objective proportion correctly answered examination questions respective cohort beginning seminar 377539 end seminar 551846 p 0001 conversion test seminar resulted better evaluation teaching unit students evaluation considerably higher rate correctly answered examination questions past state examinations learning success supports transferring concept comparable teaching units radiological teaching allows integration current learning theory concepts reasonable effort test seminar improved evaluation results teaching unit students addition also led higher rate correctly answered examination questions past state examinations supports steps towards excellent radiological teaching wirth william paolini et al improvement radiological teaching effects focusing learning targets increased consideration learning theory knowledge fortschr rntgenstr 2018 190 161 174