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Technology enhanced education; an ever-evolving process is not a novel concept in medical education. The supporters of online learning stated that disruption of Tertiary Education Institutions (TEI) is inevitable and created hype. Within the passage of time, the hype slowly faded which is supported by articles concluding that traditional medical ed...
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... changing situation of online education has to be related to the Kubler-Ross model 29 of "Change Curve" to progress further and infiltrate the technology into the TEI and transform the learning experience rather replacing the traditional system. According to the change curve ( figure 2), the disruptive strategy model created hype and shot up in hype cycle but created shock & denial (stage 1), and frustration & depression (stage 2) among the members of TEI; further change to supplementary strategy model pushed the members to come out of stage 2, and migrating to experiment (part of stage 3), it has to reach integration to complete the stage 3; once the integration is complete then online education will reach "plateau of productivity" of the hype cycle, where the product attains its purpose. Int J Med Res Prof.2018 Jan; 4(1); 363-71. ...
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The adoption of online learning approach in education is becoming more popular around the world to overcome the time and spatial barriers of traditional face-to-face learning. The Coronavirus Disease 2019 (COVID-19) pandemic has affected the normality of learning and avoiding face-to-face activities is one tactic to minimise the spread of COVID-19....
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... Computer-based learning is being increasingly employed as the traditional lecture-based system is no longer able to handle the explosion of knowledge. The IT-based learning provides flexibility to the students in terms of time and place and enables them to learn even away from the physical space of the classroom (Sandars and Haythornthwaite, 2007;Saleem and Gouse, 2018). In the pre-clinical phases of the Bachelor of Medicine, Bachelor of Surgery (MBBS) curriculum, the courses are more outcome-based and emphasize more knowledge and cognitive skills, communication of information, and numerical skills (Leung, 2002). ...
Recent advance in medical education is in correlation with the advances in information technology and thus computer‐based learning is being increasingly employed. The objective of the present study was to design and evaluate an e‐learning module in anatomy and assess the perceptions of students and faculty about this e‐learning module. The participating students were randomized into three groups by block stratified randomization and Google groups were created for each of the three groups. The e‐learning module was implemented in three sessions by rotating the three groups. Validated questionnaires were sent to faculty and participating students via Google forms to obtain feedback. The results of ANOVA showed that there was a significant difference among the groups in terms of marks obtained with conventional (F = 2.403, P = 0.103), online (F = 6.050, P = 0.005), and blended (F = 5.801, P = 0.006). Post hoc comparisons using the Tukey HSD test, about the gain of knowledge, indicated that the results were insignificant when comparing the conventional group with the online group, but were significant when comparing the blended group with the conventional and online group. The qualitative data regarding the perception of students toward e‐learning were analyzed using thematic analysis. The introduction of an interactive e‐learning module in anatomy was effective and well received by the students and faculty. The study showed that blended learning has a positive impact on the students' learning by improving cognitive gain and receptive perception for e‐learning.