The impact of E-learning in medical education.

Division of Gerontology, University of Miami Miller School of Medicine, Miami, FL, USA.
Academic Medicine (Impact Factor: 3.29). 04/2006; 81(3):207-12. DOI: 10.1097/00001888-200603000-00002
Source: PubMed

ABSTRACT The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.

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    Istanbul Tıp Fakültesi Dergisi. 01/2013; 76(3):49-54.
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    ABSTRACT: Teachers have tried to teach their students by introducing text books along with verbal instructions in traditional education system. However, teaching and learning methods could be changed for developing Information and Communication Technology. It's time to adapt students with interactive learning system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to create high quality and realistic leaning environment for students. Visual learning can be easier to understand and deal with their learning. We developed visual learning materials in the form of video for students of primary level using different multimedia application tools. The objective of this paper is to examine the impact of students abilities to acquire new knowledge or skills through visual learning materials and blended leaning that is integration of visual learning materials with teachers instructions. We visited a primary school in Dhaka city for this study and conducted teaching with three different groups of students, (i) teacher taught students by traditional system on same materials and marked level of students ability to adapt by a set of questions, (ii) another group was taught with only visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught with the video of solar system combined with teachers instructions and assessed with the same questionnaires. This integration of visual materials with verbal instructions is a blended approach of learning. The interactive blended approach greatly promoted students ability of acquisition of knowledge and skills. Students response and perception were very positive towards the blended technique than the other two methods. This interactive blending leaning system may be an appropriate method especially for school children.
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    ABSTRACT: Backgr ound: The gro wth of digital technology has created challenges for safe and appropriate use of mobile or portable de vices during w ork-inte grated learning (WIL) in health care en vironments. Personal and professional use of technology has outpaced the de v elopment of polic y or codes of practice for guiding its use at the w orkplace. There is a percei v ed risk that portable de vices may distract from pro vision of patient or client care if used by health professionals or students during emplo yment or WIL. Objecti v e: This study aimed to identify dif ferences in beha vior of under graduate nurses in accessing information, using a portable or mobile de vice, when undertaking WIL compared to other non-w ork situations. Methods: A v alidated online surv e y w as administered to students while on placement in a range of health care settings in tw o Australian states. Results: There were 84 respondents, with 56% (n=47) reporting access to a mobile or portable de vice. Dif ferences in use of a mobile de vice a w ay from, compared with during WIL, were observ ed for non-w ork related acti vities such as messaging ( P <.001), social netw orking ( P <.001), shopping on the Internet ( P =.01), conducting personal b usiness online ( P =.01), and checking or sending non-w ork related te xts or emails to co-w ork ers ( P =.04). Study-related acti vities were conducted more re gularly a w ay from the w orkplace and included accessing Uni v ersity sites for information ( P =.03) and checking or sending study-related te xt messages or emails to friends or co-w ork ers ( P =.01). Students continued to access nursing, medical, professional de v elopment, and study-related information a w ay from the w orkplace. Conclusions: Under graduate nurses limit their access to non-w ork or non-patient centered information while undertaking WIL. W ork-related mobile learning is being undertak en, in situ , by the ne xt generation of nurses who e xpect easy access to mobile or portable de vices at the w orkplace, to ensure safe and competent care is deli v ered to their patients.
    Journal of Medical Internet Research 12/2014; 2014(2(4)):e56. · 3.77 Impact Factor

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