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: 2.93). 04/2006; 81(3):207-12. DOI: 10.1097/00001888-200603000-00002
Source: PubMed


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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Available from: Michael J Mintzer, Oct 20, 2014
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    • "To date there has never been a specific origin of elearning , the term most likely originated during the 1980's, within the similar time frame of another delivery mode ISSN 2289-1358 © 2015 JISRI All rights reserved 9(3), 11-19, December 2015 Page 2 online learning (Joi, Camille & Krista, 2011). Triacca et al. (2004) added that e-learning was a type of online learning and others refers as web-based learning, web-based training, learning objects or distance learning, distributed learning, computer-assisted instruction, or Internet-based learning, open/ flexible learning (Jorge et al., 2006; Dringus & Cohen, 2005; Khan, 2001; Hassan, 2007; Triacca et al., 2004; Wagner, 2001). Other researchers like Urdan and Weggen (2000) and Hassan (2007) mentioned e-learning as the delivery of learning by electronic media; internet, intranets, extranets, satellite broadcast, audio/video tape, interactive TV, and CDROM and in line with Ellis (2004)'s beliefs, who said that E-learning not only covers content and instructional methods delivered via CD-ROM, the Internet or an Intranet but also includes audio-and videotape, satellite broadcast and interactive TV. "

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    • "Therefore, WBL is effective only if successfully integrated in curricula and consistently used by learners [23]. Given the comparable educational outcomes of WBL and traditional methods [18] [19] [21], it is crucial to assess the feasibility [24] of WBL implementation in order to balance expense and educational benefits, especially for departments with limited resources. The WBL literature provides little guidance on how to assess the feasibility of implementing a new teaching modality . "
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    ABSTRACT: . Web-based learning (WBL) is increasingly used in medical education; however, residency training programs often lack guidance on its implementation. We describe how the use of feasibility studies can guide the use of WBL in anesthesia residency training. Methods . Two case-based WBL emergency airway management modules were developed for self-directed use by anesthesia residents. The feasibility of using this educational modality was assessed using a single cohort pretest/posttest design. Outcome measures included user recruitment and retention rate, perceptions of educational value, and knowledge improvement. The differences between pre- and postmodule test scores and survey Likert scores were analysed using the paired t test. Results . Recruitment and retention rates were 90% and 65%, respectively. User-friendliness of the modules was rated highly. There was a significant improvement in perceptions of the value of WBL in the postsurvey. There was a significant knowledge improvement of 29% in the postmodule test. Conclusions . Feasibility studies can help guide appropriate use of WBL in curricula. While our study supported the potential feasibility of emergency airway management modules for training, collaboration with other anesthesia residency programs may enable more efficient development, implementation, and evaluation of this resource-intensive modality in anesthesia education and practice.
    Full-text · Article · Dec 2015 · Anesthesiology Research and Practice
    • "Blended learning techniques (i.e. online/live teaching combinations) [28] [29] lend themselves well to delivery across geographic boundaries . Trainee or junior specialist observerships, exchanges and fellowships could be facilitated through this global cooperation. "
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    ABSTRACT: Representatives from countries and regions world-wide who have implemented modern competency-based radiation- or clinical oncology curricula for training medical specialists, met to determine the feasibility and value of an ongoing international collaboration. In this forum, educational leaders from the ESTRO School, encompassing many European countries adopting the ESTRO Core Curriculum, and clinician educators from Canada, Denmark, the United Kingdom, Australia and New Zealand considered the training and educational arrangements within their jurisdictions, identifying similarities and challenges between programs. Common areas of educational interest and need were defined, which included development of new competency statements and assessment tools, and the application of the latter. The group concluded that such an international cooperation, which might expand to include others with similar goals, would provide a valuable vehicle to ensure training program currency, through sharing of resources and expertise, and enhance high quality radiation oncology education. Potential projects for the Global Radiation Oncology Collaboration in Education (GRaCE) were agreed upon, as was a strategy designed to maintain momentum. This paper describes the rationale for establishing this collaboration, presents a comparative view of training in the jurisdictions represented, and reports early goals and priorities.
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