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The Impact of E-Learning in Medical Education
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.
... Thus e-learning has become part of the mainstream health professions' education because of increased emphasis to incorporate active learning and selfdirected learning in education programs [2]. Studies have shown that multimedia e-learning enhances the experience of both teaching and learning and has become the easiest method for updating oneself and use at ease [3]. The horizon of medical education is widening day by day and to keep the upcoming doctors and established physicians on par with the competitive world e-learning has become a necessary tool and the platform most commonly used is learning management system (LMS) [3,4]. ...
... Studies have shown that multimedia e-learning enhances the experience of both teaching and learning and has become the easiest method for updating oneself and use at ease [3]. The horizon of medical education is widening day by day and to keep the upcoming doctors and established physicians on par with the competitive world e-learning has become a necessary tool and the platform most commonly used is learning management system (LMS) [3,4]. LMS helps in assessment, evaluation, and supervision of the content delivered via e-learning [3]. ...
... The horizon of medical education is widening day by day and to keep the upcoming doctors and established physicians on par with the competitive world e-learning has become a necessary tool and the platform most commonly used is learning management system (LMS) [3,4]. LMS helps in assessment, evaluation, and supervision of the content delivered via e-learning [3]. Thus, the introduction of e-learning into academics had made learning system more active and teachers as facilitators and mentors [5]. ...
Objectives: The objective is to conduct a pilot study to assess the knowledge, attitude, and practice (KAP) of e-learning among undergraduate medical students. Methods: An observational, questionnaire-based, and cross-sectional pilot study was carried out for 1 month among undergraduate medical students of Gauhati Medical College and Hospital (13 from each phase of MBBS). We compared the responses of KAP among the participants of each phase of MBBS. Results: A total of 52 undergraduate medical students participated in the study. 43 (82.69%) were male and 9 (17.31%) were female with a mean age of 21.63±1.63. 18 (34.62%) owned a personal laptop or computer and 45 (86.54%) of them had access to Internet facility. Majority of them i.e. 48 (92.31%) used only smartphones and were competent in using software applications. Most of them agreed that e-learning should be supplemented in regular teaching curriculum (76.92%). Statistical analysis was done by using one-way analysis of variance and post hoc test (Tukey), to know the mean KAP score of e-learning among the participants of three phases of MBBS and also the significance of KAP towards e-learning. It showed that p value was significant in case of knowledge and practice but not in case of attitude. Conclusion: The results that were found in each category of KAP toward e-learning were almost comparable to other studies which were conducted using a structured and validated questionnaire. Thus e-learning can be a useful tool in enhancing the learning experience among students.
... Gerade in Bezug auf die Auswirkungen der SARS-CoV-2-Pandemie stand die medizinische Hochschullehre vor den größten Herausforderungen. 2 Infolge eines Notfalls im Bereich der öffentlichen Gesundheit drohte die Ausbildung neuer Ärzte unterbrochen zu werden, während gleichzeitig ein dringender Bedarf an einer Verbesserung der Ausbildung bestand. 3 Obwohl viele Anstrengungen unternommen wurden, um die Wirksamkeit klassischer Lehrmethoden zu analysieren, gibt es derzeit nur teilweise und bruchstückhafte Analysen der Wirksamkeit von E-Learning für postgraduale Programme und noch weniger für die Psychiatrieausbildung. ...
E-Learning in der medizinischen Facharztausbildung wird in Europa immer beliebter. Mehrere Faktoren haben dazu
geführt, dass mehr Ressourcen für diese Lehrmethode bereitgestellt werden müssen: Zum einen die praktisch allgegenwärtige
Verfügbarkeit von Geräten, die die Nutzung von multimedialen Online-Inhalten ermöglichen, und zum anderen
die weltweite Abriegelung in den Jahren 2020 und 2021 aufgrund der SARS-CoV-2-Pandemie.1 Auf diese Weise ist
das E-Learning, das bis vor einigen Jahren eine marginale oder ergänzende Rolle spielte, in vielen Ländern zu einer unverzichtbaren
Unterrichtsmethode geworden. Gerade in Bezug auf die Auswirkungen der SARS-CoV-2-Pandemie stand
die medizinische Hochschullehre vor den größten Herausforderungen.2 Infolge eines Notfalls im Bereich der öffentlichen
Gesundheit drohte die Ausbildung neuer Ärzte unterbrochen zu werden, während gleichzeitig ein dringender Bedarf an
einer Verbesserung der Ausbildung bestand.3
Obwohl viele Anstrengungen unternommen wurden, um die Wirksamkeit klassischer Lehrmethoden zu analysieren, gibt
es derzeit nur teilweise und bruchstückhafte Analysen der Wirksamkeit von E-Learning für postgraduale Programme und
noch weniger für die Psychiatrieausbildung.4-6
Ziel dieser Studie war es, die Wahrnehmung von Assistenzärzten, die am Schweizer Ausbildungsprogramm für Psychiatrie
und Psychotherapie teilnehmen, in Bezug auf den Einfluss früherer Erfahrungen mit E-Learning und anderen multimedialen
Inhalten auf die Bewertung und Akzeptanz von E-Learning während der Assistenzzeit zu klären und zu analysieren.
... Online learning initiatives include incorporating text, audio, video and animation, etc. into study materials and course lectures, retrieving learning materials and information from various online learning platforms such as SWAYAM, VIDWAN, E-PG Pathshala, Shagun Online Junction, MOOCs, SWAYAM PRABHA, NDLI (National Digital Library of India), Virtual Labs and online journals, periodicals and newspapers including simulations and multi-media presentations in the classroom; focusing on innovative and modern scientific ICT based teaching-learning activities among the learners of different places. Online learning is the use of ICT and internet technologies to enhance, information, knowledge and academic performance of the learners (Ruiz et al., 2016;Azliza et al., 2012). Online learning platform offers learner's control over learning materials, content, learning sequence, the pace and time of learning and often allow them to modify their experiences to meet their individual learning objectives (Romero at al., access 2020). ...
Purpose: Online learning is a technologically facilitated learning process using websites, personal computers (PCs), tablets, cell phones, learning management system (LMS), televisions (TVs), radios, computers, mobile phones, laptops, desktops, etc. from a remote distance. Online learning has changed the learning experience for many learners. Rather than sitting in traditional classrooms and taking notes, learners are taking advantage of online classes and other forms of online learning. Online learning allows the widespread distribution of electronic learning materials to many learners simultaneously anywhere and anytime from a remote location. Methods: This is a questionnaire-based study on online learning and its effects on the teaching and learning process during the COVID-19 pandemic. Investigators collated the samples from different teachers and students with regard to their gender, age, community, location, working streams, qualification and, experiences. Findings: Based on the results obtained, online-learning has positive effects on teaching-learning process of the learners. Conclusion: Overall, traditional learning is expensive and takes a long time, and the results can vary. Online-learning offers an alternative that is faster, cheaper, and potentially better. Online-learning has to be implemented and made available to everyone easily.
... The benefit of e-Learning (see Table 1 of key definitions) integration into undergraduate, graduate, and continuing health sciences education is the promotion of a student-centred pedagogy in which educators will no longer serve solely as distributors of content but become facilitators of learning and competency assessors [29]. More recent recognition of the value of digital technology to facilitate more personalised, flexible, and student-centred teaching has been reported in the European Commission in their Education Action Plan (2021-2027) [30]. ...
The global COVID-19 pandemic has added considerable complexity to the education and training of health care professionals as well as patient care. Literature suggests that e-Learning and mobile health (mHealth) technologies have great potential, but research studies are sparse, especially in low- to middle-income countries. The paper presents South African health science students’ perceptions of the importance, relevance, constraints and future possibilities of e-Learning and mHealth. Students from five universities participated in a modified Delphi. The first phase of student focus groups and interviews (n = 5), established baseline experiences and perceptions of e Learning and mHealth during and post-COVID-19. These findings informed the design of an online survey (n = 155) for the second phase of the study. The majority of students were familiar with e-Learning, less so with mHealth; however most believed both to be a beneficial complement to theoretical and clinical teaching. Reasons for an integrated Learning Management System (LMS), also known as virtual learning environments, include increased flexibility, access and enhanced learning; and issues of anxiety, reduced interactivity, an absence of context and a lack of discipline- or profession-specific features as reasons against. The perceived importance of particular features of e-Learning and mHealth tools were highlighted. These findings will contribute to the redesign of online work-integrated curricula and the development of an inclusive, student-centred, health sciences-specific integrated and multi-modal LMS directed towards student-centred learning while addressing concerns around the digital divide and social justice.
Radiology has been developing dramatically during the previous years. With enhancements in magnetic resonance imaging (MRI) and computed tomography (CT), the role of the radiologic technologist has also been changing. Skills in cross-sectional anatomy are vital to assist the technologist in MRI and CT to identify the anatomy being imaged and to communicate effectively with the radiologist and physicians. Our study plan had two parts performing two methods (A and B). In the method of A which applied in the first half of the semester (8 weeks), our education was based on the lecture in which the lecturer used power point slides in a classroom and examined on the human body in an anatomy lab. In the method B which applied in the 2 nd half of the semester (8 weeks), the education plan was based on the lecture, using power point slides, body examination and using MRI images from homemade software (Cross Sectional Anatomy of the Skull and Brain software; Tehran, Digital Medical Group, Iran). It seems that planning efficient methods for fast and simple learning, which are less dependence to memory and consolidation of learning in anatomy of nervous system is necessary in the academic educational system.
OBJECTIVE
Teaching procedural skills via digital platforms is challenging. There is a paucity of literature on the feasibility of implementing an online asynchronous web-based learning (WBL) module for endotracheal intubation in Emergency Medicine. Learners completed a pre-test questionnaire prior to reviewing the module to assess their current knowledge. After completion of the online module, another assessment on airway management competency was completed. The purpose of our pilot study was to determine the feasibility of implementing an online airway module and investigate knowledge acquisition among learners who completed it. Additionally, we compared the relationship between pre-module confidence and knowledge between various training levels of those who completed the module.
METHODS
The study was IRB exempt. We conducted a quasi-experimental pre- and post-test study, where learners took a multiple-choice question-based test before watching content module, and after completion of modules, they went on to complete post-test questions. All responses were collected using Google survey and the data were collected over a period of 6 months. We performed descriptive statistics for the pre- and post-module. Frequency distribution was used for data summarization and chi-square test was used to assess the difference between variables.
RESULTS
We received 366 responses in the pre-test module and 105 in post-test module. Responses were summarized into 5 broad categories which assessed knowledge about airway technique, anatomical landmarks, formulas for selecting blade size, tube size, depth of tube, and case-based scenarios. All questions showed a higher percentage of correct answers in the post-assessment compared to the pre-assessment.
CONCLUSION
The results demonstrated that this WBL airway module resulted in significant knowledge acquisition, as well as increased confidence when approaching airway management. The study demonstrated that a WBL airway module is a feasible method of asynchronous education for healthcare providers in all levels of training.
Purpose
The COVID-19 pandemic has created a significant disruption in the educational systems worldwide. Some institutions opted for emergency remote education due to the need to cancel in-person activities. The aims of this paper were to evaluate the use of asynchronous methodology in health sciences education, determine whether asynchronous methodology was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program develops.
Design/methodology/approach
Initially, there was phase 1 that corresponded to four weeks of activities. Each professor produced a video lesson, and after each video lesson, a weekly educational activity was made available. Next, phase 2 was implemented using the same methodology, however lasting six weeks. Three questionnaires were developed, and a Likert scale was administered to verify the students’ level of satisfaction. Data were analyzed using frequency distributions, mean values, standard deviation and confidence interval. The normality of the sum data (total of the questionnaires) was tested using the Kolmogorov–Smirnov test.
Findings
Although the students pointed out that the asynchronous methodology facilitated access to the content and considered this methodology satisfactory, they expressed a reduced level of satisfaction regarding emergency remote education in general when data from the first weeks were compared to those of the previous weeks. It is clear that students became increasingly discouraged and tired over time, which motivated the institution to shift into a combination of synchronous and asynchronous methodology to improve student learning.
Originality/value
Teaching in the field of health care encompasses difficult competencies that sometimes are impossible to be learned remotely, so there is a need to examine and evaluate properly the remote education in this area. With careful planning, educational institutions can evaluate their experiences during the pandemic, allowing those involved to highlight strengths and identify weaknesses to better prepare for future needs to improve remote education.
Digital multimedia, such as images and videos, are playing an increasingly important role in health sciences education. Educators, however, often do not have the time or resources to create high-quality materials. The authors describe the development of a new Health Education Assets Library (HEAL), a freely accessible, national library of high-quality digital multimedia to support all levels of health sciences education. HEAL's primary mission is to provide educators with high-quality and free multimedia materials (such as images and videos) to augment health science education. In addition, HEAL is working with other organizations to establish a network of distributed databases of high-quality teaching resources. By using state-of-the-art Internet technologies HEAL enables educators across the country to efficiently search and retrieve teaching materials from a variety of sources.
The present article is the second in a series of Background Papers prepared as part of the AAMC's Medical School Objectives Project (MSOP). This report provides information about and insight into U.S. medical schools' use of educational technology in 1998. The authors define educational technology as the use of information technology to facilitate students' learning. They note that in the last two decades, a number of reports have recommended that medical schools incorporate educational technology into their teaching programs. To gain insight into the effects of these recommendations, particularly those of the ACME-TRI Report in 1992, the authors analyzed the responses of administrators at 125 U.S. medical schools to relevant items of the 1997-98 Liaison Committee on Medical Education Part II Medical School Questionnaire and students' responses to relevant items of the 1998 AAMC Medical Student Graduation Questionnaire. In addition, site visits were made to six medical schools believed to be among the more advanced ones in the use of educational technology, to see what was happening on the "cutting edge" of educational technology applications. Data from 20 other schools were also used. The authors found that by 1998, medical schools as a group had made limited progress in accomplishing the recommended educational technology goals, and that there was a much greater use of such technology in basic sciences courses than in clinical clerkships. However, great variability existed across schools in the use of such technology and in the administrative arrangements for it. They observe that the use of educational technology in medical schools is increasing rapidly, and recommend that each school develop a strategic approach that will guarantee that it can meet the future educational technology needs of its students.
Technological innovations have spurred exponential use of electronic resources for learners of all ages over the last decade. These global developments also require continual advancement of electronic e-learning evaluation. Evaluation is the process of clarifying what should be and comparing that to what is, to facilitate evaluative decisions about success and ways to achieve it. This article outlines a process for doing evaluations of e-learning and identifies common critical-evaluation elements. An extended case vignette of an e-learning evaluation and references to others and related literature illustrate the use of these critical elements and associated emerging results.