Learning preferences, computer attitudes, and student evaluation of computerised instruction (original) (raw)
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Medical Education, 2005
BACKGROUND Curriculum-wide implementation of computer-based learning (CBL) in undergraduate medical education remains elusive. Unlike many pilot tests of singular learning programmes, dropout rates are high and acceptance seems low in the long run. We studied the effect of a new CBL programme, suitable for curriculum-wide implementation, on Year 3 medical students' attitudes towards CBL.
Evaluation of computer-aided instruction in a gross anatomy course: A six-year study
Anatomical Sciences Education, 2009
Web-based computer-aided instruction (CAI) has become increasingly important to medical curricula. This multi-year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI. Student personality preferences and learning styles were measured using the Meyers Briggs Type Indicator (MBTI) and Kolb's Learning Style Inventory (LSI). Information on ''computer literacy'' and use of CAI was collected from student surveys. Server logs were used to quantify individual use of respective CAI. There was considerable variability in the level of utilization of each CAI by individual students. Individual use of each CAI differed and was associated with gender, MBTI preferences and learning style, but not with ''computer literacy.'' The majority of students found the CAI useful for learning and used the CAI by themselves. Students who accessed the CAI resources most frequently scored significantly higher on exams compared with students who never accessed the resources. Our results show that medical students do not uniformly use CAI developed for their curriculum and this variability is associated with various attributes of individual students. Our data also provide evidence of the importance of understanding student preferences and learning styles when implementing CAI into the curriculum.
Computer education: attitudes and opinions of first-year medical students
Medical Education, 1994
Students' attitudes towards medical informatics were evaluated with self-administered questionnaires, answered by 140 (77%) first-year medical and dental students. Fourteen per cent classified their computer literacy as negligible and 49% as deficient. Ninety-six per cent had used a computer before and 59% used one regularly. Nineteen per cent had computer education in secondary school and a further 16% attended courses given by a computer company. Only 16% read regularly about informatics. These results are similar to those observed in more industrialized countries, except that highschool education is more deficient. To 93% of these students, computer literacy is important for doctors, and to 85% computers may be very useful in many areas ofhealth care. In the opinion of 66% of students. the computer-based patient record will be available within the next 3 to 10 years. Women showed lesser computer literacy (77% computer illiteracy to 39% in men), but there were no relevant differences in attitudes, behaviour and beliefs towards medical informatics between gender, for the same level of computer literacy. Computer education in the undergraduate curriculum was demanded by 92%, and 75% of these preferred an elective course. Weekly hours suggested for lectures should be 1 (54%) or 2 (42%), and for hands-on practice 2 (54%) or 4 (31%) hours. The curriculum should include medical applications (83% of students), information science theory and technology (44%), micro-informatics (&%), bibliographic database search (27%). programming languages (23%) and statistical packages not correlate significantly with students' opinions about the contents of undergraduate education.
Journal of Advanced Nursing, 2009
Title. Measurement of information and communication technology experience and attitudes to e-learning of students in the healthcare professions: integrative review.Aim. This paper is a report of a review to describe and discuss the psychometric properties of instruments used in healthcare education settings measuring experience and attitudes of healthcare students regarding their information and communication technology skills and their use of computers and the Internet for education.Background. Healthcare professionals are expected to be computer and information literate at registration. A previous review of evaluative studies of computer-based learning suggests that methods of measuring learners’ attitudes to computers and computer aided learning are problematic.Data sources. A search of eight health and social science databases located 49 papers, the majority published between 1995 and January 2007, focusing on the experience and attitudes of students in the healthcare professions towards computers and e-learning.Review methods. An integrative approach was adopted, with narrative description of findings. Criteria for inclusion were quantitative studies using survey tools with samples of healthcare students and concerning computer and information literacy skills, access to computers, experience with computers and use of computers and the Internet for education purposes.Results. Since the 1980s a number of instruments have been developed, mostly in the United States of America, to measure attitudes to computers, anxiety about computer use, information and communication technology skills, satisfaction and more recently attitudes to the Internet and computers for education. The psychometric properties are poorly described.Conclusion. Advances in computers and technology mean that many earlier tools are no longer valid. Measures of the experience and attitudes of healthcare students to the increased use of e-learning require development in line with computer and technology advances.
ASSESSMENT OF KNOWLEDGE AND ATTITUDE OF COMPUTER ASSISTED LEARNING AMONG MEDICAL STUDENTS
INTRODUCTION: It is going truth globally that the medical course in medical college students are developed via computer mediated learning. 1 Utilization of both the range upon online messages options must create study exciting, monetization, and likely as hired. We Hypothesized that survey will facilitate to permit us to be able to blueprint some on this necessary condition among my medical students and also to improve our study facilities a lot of automatically. A set of closed ended problems remained displayed on departmental website, to evaluate their computer skills and talents and their own assessment in computer and internet skills helping in learning. In the beginning months of 1st year MBBS college students 2014-15 batch taken up voluntarily to the study through MCQs questions provided to them in the form of departmental website. A batch of 50 college students surveyed on 3 different days. Although 80% students were confident with the operational skills of the computer, the opinion regarding the usage of computers for web based learning activities was not uniform i.e., 55% of the participants felt uncomfortable with web assisted activity in comparison to paper based activity. However, 49% were of the opinion that paper based activity might become redundant and websites will take over books in the future. Expansion on computer-assisted study requires traditional changes as well as thoughtful strategic planning, resource giving, staff benefits, Edutainment promotion by multidisciplinary working, and efficient quality control.
A16-Faculty Attitudes towards Computer Assisted Instruction at the University of.pdf
This study aims at revealing faculty attitudes towards computer assisted instruction at University of Gaziantep, Turkey in a multifaceted way. Additionally, it tries to determine underlying factors that shape these attitudes. After a pilot study, the questionnaire was applied to a sample population of 145 faculty that were chosen randomly. The results revealed that faculty attitudes towards computer assisted insruction are positive. Age, sex, teaching experience, level of proficiency in English and computer usage skills have no or little effects over these attitudes.According to the results of the study, faculty who have prior knowledge on computers expose rather positive attitudes towards computers in education.Another important outcome of the study is the existence of a gender gap in terms of computer assisted instruction.Although there seems to be no difference between male and female faculty concerning their background education regarding computers, male faculty feel confident about the matter, whereas female faculty feel uncomfortable about using computers in their lessons.
Journal of Educational Computing Research, 2006
The use of technology, such as the Web, has become an increasingly popular means for disseminating professional development and continuing education. Often, these methods assume a set of attitudes and skills related to the computer as a pedagogic and communication tool. We argue that it is, however, important to measure the actual attitudes of students participating in such computer-based continuing education programs since such information about attitudes toward technology (technographics) can help to understand the potential success of educational technology programs. The study explores several technographic characteristics of a health professionals participating in an on-line herbal medicine curriculum. The results indicate significant differences in attitudes toward technology between different groups of healthcare professionals, as well as differences based on gender.
Student Attitudes towards Computer Assisted Learning: Scalingup Medical Education in a Poor Setting
International Journal of Computer Applications, 2012
The economic, infrastructural, and manpower challenges peculiar to poor settings pose daunting obstacles to quality medical education and healthcare delivery in those settings. The purpose of the current study therefore was to determine from the perspective of students how to effectively incorporate information communication technology (ICT) in to the medical curriculum to help improve tuition and scaleup training in a Ghanaian Medical School, and concluded that blended instructional models may be more suitable.
What makes medical students to say “yes” to e-learning?
Sri Lanka Journal of Bio-Medical Informatics, 2013
Introduction With exponential expansion of Information Technology, the field of medical education has embraced innovative electronic learning (e-learning) techniques. The objectives of this study were to assess the acceptance of an integrated e-learning activity by first year medical students and to explore the association between the pattern of computer usage and their perception of such an intervention. Methods A study was conducted among first year medical students (n=95) using a pre-tested validated self-administered questionnaire following an interactive e-learning activity which integrated the three basic sciences Anatomy, Physiology and Biochemistry. Results Mean ± (SD) age at first use of a computer was 11.25 (±2.9) years with a range of 4-20 years. Majority in this group (96.8 %) were using a computer before the age of 16 years. All those surveyed had access to a computer where a majority (77.9%) possessed their own computer. A majority of students (97.9%) mentioned that elearning should supplement their lectures. The likelihood of students agreeing that e-learning should supplement their lectures was 2.3 times more in those who started using a computer before the age of 11 years (95% CI 1.001-5.449, p= 0.045). Conclusions In this group of first year medical students, positive perception towards an integrated e-learning activity was associated with the use of a computer at an early age.