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Problems and objectives: National competency-based learning objective catalogues in medical education include not only the acquisition of mere medical expertise but also competencies such as professional behavior. However, teaching units that explicitly address professional behavior remain rare in German medical curricula.

ArHyPaRE is an established interdisciplinary educational project at University Hospital Bonn that longitudinally teaches professional behavior combining key topics of occupational safety, hygiene, patient safety, law, and ethics. Using case discussions and simulations, students shall be prepared for their clinical work at the beginning of their practical year. Due to the large number of students, it is challenging to provide small-group teaching to all participants. Therefore, students from the University of Bonn who complete their first trimester at affiliated teaching hospitals participate in an e-learning format, while their peers in-person seminars locally. Since our aim is to achieve identical learning outcomes across both teaching formats, we set out this evaluation study to test for potential differences.

Methods: We defined learning objectives using Kern’s Six-Step Approach. In the present project phase, we developed parallel e-learning modules and small-group seminars based on the principle of constructive alignment [1]. The e-learning design followed the AVIVA model [2].

For evaluation, all students assessed the extent to which they achieved the learning objectives using self-assessment on a six-point Likert scale ranging from “does not apply at all“ (1) to “applies to the fullest extent“ (6). We surveyed the face-to-face cohort at two time points (before and after teaching). The e-learning cohort completed a retrospective pre-post-assessment questionnaire after competition of the learning unit [3].

Results: Preliminary data indicate an overall high baseline level of self-assessed competence. Prior to the e-learning intervention, median ratings across all learning objectives were between „applies more likely“ (4) und „applies“ (5). Data suggest that participation in the e-learning module improves the self-assessed learning objectives to median values between 5 and 6. Presentation will include further in-depth analyses.

Discussion: We investigated learning outcomes according to students’ subjective self-assessments across both face-to-face seminars and e-learning formats. We further discuss potential similarities and differences and their possible underlying causes. Limitations include the comparability of the different assessment modalities. For more robust conclusions additional outcome measures should be included.

Take-home message: Despite potential limitations, this investigation provides an initial assessment of whether e-learning and face-to-face teaching formats achieve comparable improvements in self-assessed learning outcomes related to professional behavior in medical education.

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