Integration of e-learning resources into a medical school curriculum (original) (raw)
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e-Learning in medical education Guide 32 Part 2: Technology, management and design
Medical Teacher, 2008
With e-learning now part of the medical education mainstream, both educational and practical technical and informatics skills have become an essential part of the medical teacher's portfolio. The Guide is intended to help teachers develop their skills in working in the new online educational environments, and to ensure that they appreciate the wider changes and developments that accompany this 'information revolution'. The Guide is divided into two parts, of which this is the second. The first part introduced the basic concepts of e-learning, eteaching, and e-assessment, the day-today issues of e-learning, looking both at theoretical concepts and practical implementation issues. This second part covers topics such as practical knowledge of the forms of technology used in e-learning, the behaviours of teachers and learners in online environments and the design of e-learning content and activities. It also deals with broader concepts of the politics and psychology of e-learning, as well as many of its ethical, legal and economical dimensions, and it ends with a review of emerging forms and directions in e-learning in medical education.
Challenges of incorporating e-learning in medical education-a review
International Journal of Basic & Clinical Pharmacology
In this modern era of electronic gadgets learning is made easy and more effective using the electronic media. E-learning is it really a boon or a burden for medical education and the educators? E-learning is defined as learning mediated by technology, such as the world wide web, internet, and multi-media, based computer applications. All peer reviewed journals articles from 2009 to 2022 that reported the challenges of implementation of the e- learning were included in the study. The search was completed by three researchers over a period of 1 month from databases like Scopus, Medline, biomedical central and Google scholar. Term used for online search was “e-learning” in medical education. The common challenges in e-learning are lack of skills, inadequate time, poor infrastructure, poor communication and negative attitude of the educators. These challenges can be overcome by developing necessary skills, adopting new tools, and by better communication and having a positive attitude. E...
UNDERSTANDING AND IMPROVING THE USAGE AND IMPACT OF E-LEARNING IN MEDICAL EDUCATION
The current paper presents a state of the art of medical e-learning, highlighting the main features of existent applications, the technologies used to develop them, as well as the challenges they had to overcome in order to maximize the value of educational activities. Although e-learning is a well-known practice of enhancing education, the research question here is whether it is fully adapted and exploited in the medical field. Based on the pros and cons of each analyzed tool, a new model to leverage medical e-learning is proposed. As a trend, most applications in medical e-learning target a certain medical specialization, very few being applicable for any medical discipline. Furthermore, certain areas pose specific limitations: for example, physical examination in clinical practice can't be taught in an e-learning environment, thus e-learning should complement but not replace the traditional medical education. Medical imaging and surgery are the medical fields highly supported by e-learning applications, followed by medical ethics, medical biochemistry, pediatrics. Some applications are merely customizations of well-known e-learning platforms (e.g. Moodle or Dokeos), others exploit advanced technologies such as virtual reality, 3D graphics, multimedia technologies, physical simulations or artificial intelligence. We consider that a major drawback of current medical e-learning platforms is the insufficiency of didactic material: most applications present didactical case studies (real or virtual), but their amount is far from enough. Thus, we propose an e-learning model which incorporates a medical atlas containing a large volume of expertly-annotated real cases, easily accessible and searchable, for various medical specializations. The repository will " self-evolve " , by allowing participants to upload their own materials. A formative learning module will be available. Also, group work will be allowed when putting diagnostics, thus collaborative learning techniques will be exploited in order to increase the information retention rate among users. We claim that the e-learning tool based on our model will be useful not only for undergraduate medical students, but also for continuous medical education.
Web-based instruction and its impact on the learning activity of medical students: a review
Biomedical Papers, 2006
Background: The aim of this review was to summarise the experience on implementation of information technology to support the teaching and learning process in medicine. Particular attention was paid to web-based tutorials, their impact on increasing the effectiveness of medical instruction and motivation of students towards self-directed learning. Most of the studies selected for the purpose of the review comprised evaluation of the web-tutorials in view of practical implementation, strengths, weaknesses, and main preferences in comparison with traditional lecture-based education. Method and results: We searched MEDLINE via PubMed using MeSH term "computer-assisted learning" between 1996 and 2005 and selected for inclusion in this review were studies on the implementation and evaluation of web based tutorials in medical education. Additional related papers were obtained through cross-referencing. We found that overall, students prefer Web tutorials to traditional lecture-based classes for accessibility, ease of use, freedom of navigation, high medical image quality and advantage of repeated practice, that web-based learning has been continually developing and that it is a very important tool in Evidence Based Medicine. Conclusions: Web based education is an important tool in medical training. It will require transformation in the way medicine is taught from instructor based to self directed learning. It is above all seen as a device for information retrieval and storage.
The Impact of E-Learning in Medical Education
Academic Medicine, 2006
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.
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.
How to design an effective e-learning course for medical education
Medical Education has been conventionally taught and learnt in an inductive way and has been considered as difficult to both impart and imbibe. Information and Communication Technology (ICT), mostly as e-learning, has made the process of education much easier to comprehend. However, the application of medical informatics tools to medical education has been quite delayed and inadequate, especially in India. The paper discusses the pros and cons of e-learning and tries to provide a step-by-step primer for setting up effective e-learning courses for medical education.
E-Learning Versus Traditional Teaching in Medical Education: A Comparative Study
2020
Background: Traditional method of learning via face to face lecture has been in curriculum since times immemorial. E-learning via multimedia has been a recent introduction in education system. Purpose: To compare e-learning with the traditional method of teaching in medical education. Material and Methods: The two different methods of teaching were applied on the same group of students. A total of six lectures were conducted. Three of them were taught by traditional method of teaching and three by e-leaning. Formative assessment in the form of written examination was carried out, followed by qualitative assessment at the end of session. Results: The mean marks obtained after Exam-1 (i.e. following traditional teaching method) was 6.46 ± 1.48 and mean marks obtained after Exam-2 (i.e. following e-learning) was 8.37 ± 1.27. The mean difference score was 1.91 ± 1.55. The paired t-test was applied, and the value of t was 11.96 with p-value <0.001. The results between two teaching met...
2020
Program Evaluation is the systematic gathering of information for purposes of making decisions. After the development and establishment of e learning program, Pak Red Crescent Medical & Dental College (PRCM&DC) were made with the help of the Medical Education Department a program evaluation questionnaire based on all frequently asked questions send to all students by e evaluation form. All the students who have The Students who have internet facility and attend the classes regularly are included. Student’s response rate is 34.88%. Reliability coefficient of the questionnaire is 0.822. Majority of the students found the clear objectives of the subject and interactive teaching decrease the anxity. Students were satisfied with learning material which is provided by the facilitators like lesson plans, course notes, handouts books and important notes are very helpful. Many students agreed that they were encouraged to asked questions and give answers during lectures, and most of them were...
An Interventional Study of Effect of E-Learning as Teaching Learning Method among Medical Students
IOSR Journals , 2019
Introduction: Today's medical educators are facing different challenges than their predecessors in teaching tomorrow's physicians. In the past few decades, changes in health care delivery and advances in medicine have increased demands on academic faculty, resulting in less time for teaching than has previously been the case. Changes in sites of health care delivery, from acute care institutions to community-based settings for chronic care, have required adaptations in educational venues. this can be used effectively as an additional tool along with conventional method. It also allows flexibility in student-teacher interactions. In the era of mobile phones, M-Learning is an easy and effective method through which E-Learning can be delivered.