Article

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: 3.47). 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.

Full-text

Available from: Michael J Mintzer, Oct 20, 2014
11 Followers
 · 
437 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Comparing computer and internet based instruction with traditional giving lecture would provide enough evidence to identify best teaching practice. In this study, we compared lecture, interactive internet based and computer based learning regarding medical students' knowledge acquisition and satisfaction in teaching pathophysiology of hematology and oncology. Eighty four medical students were randomized into three groups and an identical faculty member conducted the instructions through the above mentioned methods. Students' knowledge was assessed one week before and immediately after the interventions by pre and posttest. Students' satisfaction was assessed using a validated 5-point Likert scale. The results showed that students' satisfaction was significantly higher in interactive internet based group than other ones (p=0.05). There were a significant increase between pre and posttest scores in all groups (p=0.000). We used ANCOVA to compare score changes in the study groups, with posttest scores as the dependent factor and pretest scores as covariate and knowledge acquisition was significantly higher in interactive internet based group than other two groups (p=0.026). The study showed that although interactive internet based instruction is a difficult and time consuming method, it is recommended to integrate this method to medical curricula.
    Medical journal of the Islamic Republic of Iran 01/2014; 28:136.
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Introduction: New technologies have led to the creation of educational proposals that are developed through the Internet. Objectives: To evaluate four virtual training courses conducted at the Catalan Institute of Pharmacology Foundation to analyze the activity and quality. Methods: We measured the record participation of students with access to materials and proposed activities, and the quality of education through a satisfaction survey. Results: The proportion of activities has been remarkable and the quality of courses valued. Conclusion: A good assessment of the quality of the received courses taken and supports our educational proposals.
    02/2011, Degree: Medicina, Supervisor: Josep Maria Castel
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Blended learning refers to a method of instruction that utilizes two or more complementary approaches to teach the same material. By combining classroom lectures, activities, discussions, and/or web-based modules. Aim: Examine the effect of blended learning on newly nursing student's outcomes regarding new trends in nursing subject at Ain Shams University. Hypothesis: The Students who will be exposed to blended learning (Study group) will have improved Outcomes compared to the Students in the control group who will be exposed to lecture regarding new trends in nursing subject. Design: A quasi experimental study design was utilized to accomplish the aim of this study. Setting: Faculty of Nursing Ain Shams University Cairo Egypt. Sample: Two purposive samples of all available first year students' from the previously mentioned study setting in 2012/2013 and 2013/2014 academic years as control group and study group respectively. Students were included in this study were from both gender, and willing to participate in the study. Tools for data collection: A self-administered structured questionnaire to assess demographic characteristics and learning needs, student's satisfaction questionnaire sheet, student's academic achievement sheet. Results: There was improvement regarding satisfactory level of achievement and decrease in the percent of poor and very poor of blended learning group with no statistical difference between two groups. There was improvement in student's satisfaction of blended learning group regarding the course and teaching method with highly statistical significant difference between two groups. Conclusions: blended learning improved newly nursing student's Outcomes both academic achievement and student's satisfaction than lecture regarding new trends in nursing subject at Ain Shams University. Recommendations: blended learning can be used to facilitate nursing education, more researches done to determine durability rate of the information of this methods.
    American Educational Research Journal 01/2014; 2(2 11):1036-1043. DOI:10.12691/education-2-11-6 · 2.39 Impact Factor