Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning

2013 ◽  
Vol 37 (4) ◽  
pp. 337-342 ◽  
Author(s):  
E. Felder ◽  
M. Fauler ◽  
S. Geiler
Keyword(s):  
Medical Students ◽  
Subjective Effect ◽  
Teaching Techniques ◽  
Online Questionnaire ◽  
Modern Education ◽  
Preclinical Phase ◽  
Learning Success ◽  
Before And After ◽  
E Learning ◽  
Physiology Laboratory

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as “e-learning” have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today's student's expectations and that introducing this system seems justified from this perspective.

scholarly journals O55: FOSTERING A CULTURE OF INNOVATION IN MEDICAL STUDENTS AS FUTURE SURGEONS

2021 ◽  
Vol 108 (Supplement_1) ◽  
Author(s):  
R Sawhney ◽  
M Kenner ◽  
W Bolton
Keyword(s):  
Medical Students ◽  
New Technologies ◽  
Positive Impact ◽  
Unmet Need ◽  
Free Text ◽  
Online Questionnaire ◽  
Cultural Attitudes ◽  
Before And After ◽  
Primary Driver ◽  
Innovative Thinking

Abstract Introduction In recent years, new technologies and rising costs in the NHS have created a thirst for innovation, particularly in surgical specialties. Centres for medical education are being encouraged to cultivate enterprise and innovative thinking among their students. A one-day educational conference was organised by a student-led surgical society to introduce students to technological advancements in surgery and underline the scope for innovation within the NHS. Method The conference included: three keynote speeches, surgical skills workshops (basic and advanced suturing, plastics and general surgery-oriented skills), 3D-printing demonstration, minimally-invasive surgery simulation, virtual reality interaction and an innovation ‘hack-a-thon’ addressing an unmet need in surgery. An online questionnaire comprising Likert-scale and free-text responses was circulated to all attendees. Result 72 delegates attended and 63 completed feedback forms (87.5%). As a consequence of attending the conference, participants reported an increase in interest in surgical careers (4.40-4.68, p <0.001), inspiration to innovate (3.77-4.21, p <0.001), and ability to innovate (3.69-4.06, p <0.001) before and after attending. Furthermore, 89% of delegates saw more scope for innovation in the NHS as a result of attending the conference. Finances and cultural attitudes resisting change were identified as major barriers to innovation; necessity for innovation (cost-cutting, improving patient outcomes and quality of life) was the primary driver. Conclusion This event had a significant impact on fostering innovative thinking among medical students. From the results, interventions listed above are meaningful in encouraging a culture of innovation among future surgeons. Take-home message This student-led conference had a positive impact on fostering innovative thinking among medical students. From the results, interventions such as inspiring talks, interactive skills workshops, and hack-a-thons can be meaningful tools for encouraging a culture of innovation among future surgeons.

Medical Students’ Attitudes Towards a Career in Psychiatry before and after Viewing a Promotional DVD

2009 ◽  
Vol 17 (4) ◽  
pp. 311-317 ◽  
Author(s):  
Tasha Robertson ◽  
Garry Walter ◽  
Nerissa Soh ◽  
Glenn Hunt ◽  
Michelle Cleary ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Questionnaire ◽  
Modest Improvement ◽  
Medical Practitioners ◽  
Scientific Foundation ◽  
Before And After ◽  
Students Attitudes ◽  
Long Term Impact ◽  
The University

Objectives: The objectives were, first, to determine attitudes towards psychiatry as a career among medical students currently enrolled at the University of Sydney and, second, to establish the immediate impact on those attitudes of a promotional DVD, released by the Royal Australian and New Zealand College of Psychiatrists. Method: Medical students enrolled in the University of Sydney in 2008 were invited to complete a voluntary online questionnaire, in which their attitudes towards psychiatry were explored, and the immediate effects of a 15-minute DVD were ascertained. Results: A total of 123 students participated. Only one student identified psychiatry as their chosen career. Medical students viewed psychiatry as the least attractive specialty for the degree to which patients are helped effectively and in terms of having a reliable scientific foundation. However, it rated well in regard to being intellectually challenging, a rapidly advancing field of medicine, and providing research opportunities and a good lifestyle. Psychiatry is less respected than most other specialties by students and they perceive this discipline to be poorly respected by other medical students and current medical practitioners. After viewing the DVD, there were improved student ratings of the benefits of a career in psychiatry, especially in relation to the specialty being enjoyable, offering effective treatment and having a scientific foundation. There was also enhanced understanding of the role of a psychiatrist in just over half of the participants and increased interest in psychiatry in about 30% of participants. The DVD was most effective in increasing awareness of the diversity of subspecialties available within psychiatry, good lifestyle factors, and the training involved. Conclusion: Among medical students, psychiatry is perceived as unattractive and fails to command the respect afforded other specialties. The viewing of a promotional DVD by medical students was found to be effective in improving their attitudes towards psychiatry and increasing their interest in pursuing a career in the specialty. However, the long-term impact of this modest improvement is unknown and the low survey response rate limits the extent to which the results can be generalized.

scholarly journals E-Learning in Teaching Emergency Disaster Response Among Undergraduate Medical Students in Malaysia

2021 ◽  
Vol 9 ◽  
Author(s):  
Ismail M. Saiboon ◽  
Fareena Zahari ◽  
Hisham M. Isa ◽  
Dazlin M. Sabardin ◽  
Colin E. Robertson
Keyword(s):  
Decision Making ◽  
Medical Students ◽  
Disaster Response ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Cognitive Aspect ◽  
E Learning ◽  
Complex Decision Making ◽  
Complex Decision

Introduction: Teaching disaster response medicine (DRM) to medical students requires considerable resources. We evaluate the effectiveness of e-learning in teaching emergency disaster response (ELITE-DR), a novel initiative, in educating medical students of the cognitive aspect of DRM.Methods: A prospective cross-sectional study among pre-clinical year medical students was carried out to determine their knowledge on DRM and perception regarding the ELITE-DR initiative using a validated online questionnaire. A three-part self-learning video covering the principles and medical management of DRM were distributed before answering the questionnaire served as the training.Results: A total of 168 students participated in the study. Their overall knowledge showed a significant increase in between pre-and-post-interventions. Recall and simple decision-making knowledge aspects were better than complex decision-making knowledge. It appeared that participants assimilate knowledge better from visual rather than audio stimuli. Participants with high perception-scores demonstrated better knowledge-scores. However, e-learning was not preferred as a substitute for face-to-face (F2F) teaching.Conclusion: ELITE-DR shows promise in teaching DRM. Simple recall and comprehension levels of knowledge were well-served through this technique. However, for more complex decision-making knowledge, a different approach might be required. ELITE-DR offers flexibility, accessibility, and personalized learning. The content presentation is improved by using several different visual stimuli. This approach is useful for cognitive aspect learning, but it should not replace standard F2F teaching.

scholarly journals Evaluation of a structured e-learning-based approach to CT anatomy of the paranasal sinuses for medical students

2020 ◽  
Author(s):  
Anna Marleen Krahe ◽  
Manuel Christoph Ketterer ◽  
Christian Offergeld ◽  
Tanja Hildenbrand
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Medical Training ◽  
Subjective Evaluation ◽  
Ct Scans ◽  
Complex Learning ◽  
Anatomical Variants ◽  
Before And After ◽  
E Learning ◽  
The Individual

Abstract Background: Computed tomography (CT) anatomy is not an integral part of undergraduate medical training in many countries. Radiology seems to be well suited for new online based teaching methods. The aim of the study was to evaluate whether e-learning is appropriate to introduce complex learning contents such as sinus CT anatomy in novices and to assess the usefulness of a sinus CT checklist to identify relevant anatomical variants in medical students. Material: Medical students were asked to assess sinus CT scans for anatomical variants before and after the implementation of the CLOSE mnemonic. Sinus CT anatomy and the CLOSE mnemonic were introduced by e-learning. The rate of correctly identified variants and the results of the individual CLOSE items were recorded and compared with those of otolaryngology residents. A questionnaire was distributed for subjective evaluation of the usefulness of the checklist and e-learning.Results: Ten students took part in the study. The rate of correctly identified variants improved significantly from 33.3% to 61.1%. The analysis of the individual CLOSE items showed a significant improvement for C, S and E in students and C, L and S in otolaryngology residents. The students identified more anatomical variants compared to the residents. The subjective evaluation of the CLOSE mnemonic and e-learning was very positive.Conclusion: E-learning was able to transfer complex learning contents in previously non-trained medical students and was evaluated as an appropriate introduction to the topics. The structured assessment of paranasal sinus CT scans using the CLOSE criteria can significantly improve the recognition of anatomical variants.

scholarly journals Impact of the first COVID-19 lockdown on study satisfaction and burnout in medical students in Split, Croatia: a cross-sectional presurvey and postsurvey

BMJ Open ◽  
2021 ◽  
Vol 11 (6) ◽  
pp. e049590
Author(s):  
Marija Franka Žuljević ◽  
Karlo Jeličić ◽  
Marin Viđak ◽  
Varja Đogaš ◽  
Ivan Buljan
Keyword(s):  
Medical Students ◽  
Bayes Factor ◽  
Clinical Teaching ◽  
Response Rate ◽  
Secondary Outcome ◽  
Cross Sectional ◽  
Significant Difference ◽  
Before And After ◽  
E Learning ◽  
The Impact

ObjectivesTo evaluate the impact of the first COVID-19 lockdown in 2020 on the burnout and study satisfaction of medical students.DesignA cross-sectional study with a presurvey and postsurvey.SettingUniversity of Split School of Medicine (USSM), Split, Croatia. The lockdown in the COVID-19 pandemic lasted from late March to mid-May 2020. There was a full switch to e-learning at the USSM during this period, and all clinical teaching was stopped.ParticipantsStudents enrolled in the 2019/2020 academic year. Data were collected before lockdown in December 2019 and January 2020 and again after the end of lockdown in June 2020.Primary and secondary outcome measuresStudy satisfaction was assessed using the study satisfaction survey. Burnout was assessed using two instruments: Oldenburg Burnout Inventory and Copenhagen Burnout Inventory. We used Bayesian statistics to compare before-and-after differences.Results437 independent responses (77.2% response rate) were collected before and 235 after lockdown (41.5% response rate). 160 participant responses were eligible for pairing. There was no significant difference for both paired and unpaired participants in study satisfaction before (3.38 on a 1–5 scale; 95% credible interval (95% CrI) 3.32 to 3.44) and after (3.49, 95% CrI 3.41 to 3.57) lockdown. We found no evidence (Bayes factor (BF10) >3.00 as a cut-off value) for an increase in the level of burnout before and after lockdown, both in independent and paired samples.ConclusionsIt seems that the first pandemic-related lockdown and a switch to e-learning did not affect burnout levels among medical students or their perception of their study programme. More insight is needed on the short-term and long-term effects of the COVID-19 pandemic on medical students and their education. Well-structured longitudinal studies on medical student burnout during the COVID-19 pandemic are needed.

scholarly journals Preferences, perceptions and barriers to E-learning among medical students during COVID-19 pandemic lockdown in India

2020 ◽  
Vol 7 (10) ◽  
pp. 4100
Author(s):  
Deodatt M. Suryawanshi ◽  
Raghuram Venugopal
Keyword(s):  
Medical Students ◽  
High Speed ◽  
Medical Curriculum ◽  
Male Students ◽  
Online Questionnaire ◽  
Teacher Student ◽  
Schedule Flexibility ◽  
Medical Institutions ◽  
Acceptable Method ◽  
E Learning

Background: Following the imposition of the nationwide lockdown on 24th March 2020, many medical institutions adopted E-learning as a method to ensure continuity in medical education. Understanding perceptions and preferences of medical students and addressing their barriers are essential for a seamless learning experience.Methods: Data was collected using a semi-structured online questionnaire after obtaining informed consent. A total of 296 students of the second year MBBS and pre-final year were recruited using non probability sampling. Data pertaining to 286 students who returned the questionnaire was entered in Microsoft excel and analysed using SPSS version 21.Results: Majority of the participants 179 (62.5%) were female. Only 18 (6.2%) had advanced computer and internet usage skills. 138 (48.2%) students showed preference for blended mode of teaching. 203 (71.0%) of students showed preferences for non-interactive learning methods like slide share and YouTube videos. 180 (62.9%) cited that lack of personal interaction with the teacher followed by access to internet 67 (23.4%) and lack of hardware 53 (18.5%) as barriers in the e-learning. Significant differences were observed between female and male students in the teaching methods with regards to ease of understanding (p=0.009) and use of non-interactive platforms for e leaning (p=0.03).Conclusions: The study identified blended learning as an acceptable method of learning medical curriculum. Schedule flexibility, ease of understanding and absence of monotony of classroom teaching made e-learning more acceptable. lack of teacher-student interaction, lack of accesses to high speed internet and hardware were barriers perceived to e-learning among medical students. 

scholarly journals Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

2020 ◽  
Author(s):  
Michał Bączek ◽  
Michalina Zagańczyk-Bączek ◽  
Monika Szpringer ◽  
Andrzej Jaroszyński ◽  
Beata Wożakowska-Kapłon
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Survey Study ◽  
Successful Implementation ◽  
Online Questionnaire ◽  
Technical Problems ◽  
Electronic Learning ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

Abstract Background The COVID-19 pandemic has disrupted teaching in a variety of institutions, especially in medical schools. Electronic learning (e-learning) became the core method of teaching the curriculum during the pandemic. After eight weeks of only online learning, a survey was conducted to investigate perception of this type of learning amongst medical students.Methods A survey was conducted by distributing an online questionnaire to Polish medical students. Data gathered from the survey was analyzed with routine statistical software.Results 804 students answered the questionnaire. According to respondents’ answers, the main advantages of online learning were the ability to stay at home (69%), continuous access to online materials (69%), learning at your own pace (64%), and comfortable surroundings (54%). The majority of respondents chose lack of interactions with patients (70%) and technical problems with IT equipment (54%) as the main disadvantages. There was no statistical difference between face-to-face and online learning in terms of opinions on the ability of the learning method to increase knowledge (p=.46). E-learning was considered less effective than face-to-face learning in terms of increasing skills (p<.001) and social competences (p<.001). Students assessed that they were less active during online classes compared to traditional classes (p<.001). E-learning was rated as enjoyable by 73% of respondents.Conclusions E-learning is a powerful tool for teaching medical students. However, successful implementation of online learning into the curriculum requires a well thought-out strategy and a more active approach.

scholarly journals E-Learning during COVID-19 Pandemic: Turning a Crisis into Opportunity

2021 ◽  
Author(s):  
Amjad Bani Hani ◽  
Yazan Hijazein ◽  
Hiba Hadadin ◽  
Alma Jarkas ◽  
Zahraa Al-Tamimi ◽  
...  
Keyword(s):  
Medical Students ◽  
Basic Science ◽  
Knowledge Gain ◽  
Science Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Student Preparedness ◽  
Distant Learning ◽  
School Of Medicine ◽  
E Learning

Abstract Objectives: To assess the medical students' satisfaction and knowledge attainment through distant learning during the COVID-19 pandemic.Methods: This is a cross-sectional, self-reported, questionnaire-based study that was conducted at the School of Medicine at the University of Jordan in April 2020. The targeted population was the students at the school of medicine. An online questionnaire was created using Google Forms. Satisfaction and knowledge attainment among students were assessed using independent-samples t-test.Results: A total of 1000 medical students completed the survey, 506 (50.6%) basic science students and 494 (49.4%) were clinical science students. 655 (65.5%) of all students were either satisfied, or neutral with e-learning and 63.6% of basic science students and 59.5% of clinical students stated that they gained and understood knowledge the same or better than they did before initiation of exclusive e-learning. Satisfaction and knowledge gain were significantly affected by student preparedness (p<0.000), teacher performance (p<0.000), and website accessibility (p<0.000).Conclusion: Transition from traditional in-class teaching to distant learning, whether full or blended, is an inevitable step., In our sample, students were generally satisfied with e-learning and the knowledge attained using it. There was a significant relation between satisfaction and attainment and preparedness of students, teachers, and the medical school.

Ultrasound education for medical students using e-learning and self-directed hands-on training

2016 ◽  
Vol 37 (S 01) ◽  
Author(s):  
N Stauffert ◽  
D Hempel ◽  
J Schleifer ◽  
F Recker ◽  
T Schröder ◽  
...  
Keyword(s):  
Medical Students ◽  
Ultrasound Education ◽  
Hands On ◽  
E Learning
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