2025/02/17 by Symeon Papadopoulos, Dreyer, Tom, Papadopoulos, Symeon +4
Psychology · Social Sciences · #Education Methods and Technologies #Innovative Teaching Methods #Medicine and health #Online-Lehre #Physiologie #Präsenzlehre #Prüfungsergebnisse #Visual and Cognitive Learning Processes #examination results #face-to-face teaching #medical teaching #medizinische Lehre #online teaching #physiology
paper · doi:10.3205/zma001732
openalex publication_date 2025/02/17 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/01
Background: Due to contact restrictions during the Corona pandemic, teaching at the Center for Physiology and Pathophysiology at the University of Cologne was temporarily offered online for some students and face-to-face for others. As there are different views on the effectiveness of online teaching, this study compared students' examination results between the teaching formats (face-to-face vs. online). Methods: ). The teaching format versus the score achieved per test question were recorded for each examinee. The differences in test scores were calculated using a two-sided t-test. The effect size was determined using Cohen's d. Spearman's rank correlation coefficient was used as a measure of the correlation. Results: in 14 subject areas. The Spearman's correlation test between the number of FtF participations and the test scores achieved reached a value of r=0.236 (p<.001). Conclusion: Our study shows that students who have attended traditional face-to-face classes tend to perform better in the written exam. The reasons may be multifactorial. However, online teaching also offers some advantages, such as flexibility in terms of location and time management for students. The choice between online and face-to-face teaching should be based on the specific requirements of the course. Ideally, a hybrid solution that combines the advantages of both formats would be an effective teaching format. It is therefore essential to continuously review educational practices.