Provision of electronic learning resources by UK medical schools for final year students

East Sussex Hospitals Trust, UK.
Medical Teacher (Impact Factor: 1.68). 04/2011; 33(4):325-7. DOI: 10.3109/0142159X.2010.513718
Source: PubMed


The widespread availability of the internet and development of online learning technology has seen electronic learning become a key part of medical education. This study examines the current situation in the delivery of e-learning solely to final year medical students by UK medical schools. A total of 25 UK medical schools were surveyed with responses received from 21. Seventy-one percent of respondents provided e-learning to final year students (15/21). Requirements for this form of educational delivery are likely to increase but further analysis of their use is required.

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  • Medical Teacher 04/2011; 33(4):265-7. DOI:10.3109/0142159X.2011.550972 · 1.68 Impact Factor
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    ABSTRACT: Background: Web based e-learning with virtual patient cases has become a valuable tool in medical education. Objectives: We report our experiences with the INMEDEA Simulator as both teachers and case authors in the subspecialty of urology. Materials and Methods: The INMEDEA Simulator is a fully graphical interactive web application of a virtual hospital. Users can work on virtual patients online in various specialty clinics, including a department of urology. Each step, from acquiring a patient's medical history to conducting a physical examination and further diagnostic tests, can be performed on the simulator to solve the virtual cases. An expert system gives feedback on best medical practices. For medical teachers, an authoring tool is integrated into the platform. In the department of urology, virtual patient cases were used and evaluated in a blended teaching approach. Results: Fourteen virtual patient cases representing the most common urological diseases are currently available in the urology department. Cases can be solved in different languages. When virtual simulation was integrated into a blended teaching approach, students' acceptance rates were high. Virtual patient simulation has been described as a good addition to classical medical teaching, but not as a substitute for traditional instruction. From the teachers' point of view, the simulator offers an excellent opportunity o present clinical problems and information to students. New clinical cases and content can be easily generated and rapidly integrated using the authoring tool. Conclusions: Web based e-learning with virtual patient cases on the INMEDEA Simulator offers an excellent opportunity to improve practical knowledge on the basis of problem solving. Case creation by using the authoring tool is easy.
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