scholarly journals Better performance of medical students on pharmacotherapy knowledge and skills tests is associated with practicing with e‐learning program P‐scribe

2021 ◽  
Author(s):  
Laura Kalfsvel ◽  
Jorie Versmissen ◽  
Adriaan Doorn ◽  
Walter Broek ◽  
Hugo Kuy ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Program ◽  
Knowledge And Skills ◽  
E Learning

scholarly journals IMPLEMENTING CONSTRUCTIVISM LEARNING THEORY IN ONLINE TUTORIAL

2018 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Benny A Pribadi ◽  
Anis Surtiani ◽  
Ichwan Ichwan
Keyword(s):  
Online Learning ◽  
Learning Theory ◽  
Flipped Classroom ◽  
Learning Activities ◽  
Digital Learning ◽  
Learning Program ◽  
Knowledge And Skills ◽  
Online Tutorial ◽  
Higher Institution ◽  
E Learning

The advanced development of information and communication technologybrings a significant impact on the way of how human learn. The e-learning orInternet-based and online learning has been widely used in a variety of learning activities as a suplement to the conventional in-class learning, flipped classroom etc. The term e-learning refers to learning activities conducted by the use ofInternet. Universitas Terbuka (UT) utilizes e-learning program in the form of online tutorial. The online tutorial is basically a form of learning support provided by UT to facilitate student to learn. The online tutorial consists of three major learning activities including reading, discussion and assignment. During online tutorial student must complete the assigned activities and interaction with peers, tutor and digital learning resources. Online tutorial can be seen as an instrumental tool that provide an opportunity for students to expandhis/her knowledge and skills beyond the provided printed and digital module. Tutors should be able to design online learning programs that can be used to facilitate students in expanding their knowledge and skills. The purpose of this study is to elaborate conceptually the use of constructivism learning theory in online tutorial of the open and distance learning higher institution.

scholarly journals E-learning program for medical students in dermatology

Clinics ◽  
2011 ◽  
Vol 66 (4) ◽  
pp. 619-622 ◽  
Author(s):  
Cristiana Silveira Silva ◽  
Murilo Barreto Souza ◽  
Roberto Silveira Silva Filho ◽  
Luciana Molina de Medeiros ◽  
Paulo Ricardo Criado
Keyword(s):  
Medical Students ◽  
Learning Program ◽  
E Learning

Educational interventions to improve medical students’ knowledge of acute pain management: a randomized study

2019 ◽  
Vol 19 (3) ◽  
pp. 619-622
Author(s):  
Mette Poulsenª ◽  
Kristian Dahl Friesgaard ◽  
Sophie Seidenfaden ◽  
Charlotte Paltved ◽  
Lone Nikolajsen
Keyword(s):  
Medical Students ◽  
Acute Pain ◽  
Randomized Study ◽  
Educational Interventions ◽  
Control Group ◽  
Learning Program ◽  
Simulation Based ◽  
E Learning ◽  
Multiple Choice Questionnaire ◽  
Combined Intervention

Abstract It has been consistently documented that the treatment of acute pain is inadequate. Education of medical students is an obvious strategy to improve this. We therefore conducted a study in which 217 medical students were randomized into one of three groups: a control group (no intervention) and two intervention groups (education with e-learning alone or e-learning combined with simulation-based training). We hypothesized that the combined intervention would be superior to no intervention and e-learning alone. All students completed the same multiple choice questionnaire twice with an interval of approximately 1 week. During this 1-week interval, students in the two intervention groups completed either an 45-min interactive case-based e-learning program, or the e-learning program and a simulation-based training. We showed that the theoretical knowledge about treatment of acute pain increased in both intervention groups but students who received the combined intervention felt more confident in the future handling of patients.

scholarly journals Development of Kampo（traditional Japanese medicine）e-learning program: evaluation of the flipped classroom for medical students

2021 ◽  
Vol 26 (1) ◽  
pp. 1938504
Author(s):  
Aki Ito ◽  
Kenji Watanabe ◽  
Yoshitaka Fukuzawa ◽  
Kazuo Mitani ◽  
Shinichi Fujimoto ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Medical Students ◽  
Flipped Classroom ◽  
Learning Program ◽  
Traditional Japanese Medicine ◽  
E Learning

scholarly journals How the COVID-19 Pandemic Impacted Medical Education during the Last Year of Medical School: A Class Survey

Life ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 294
Author(s):  
Gillian Franklin ◽  
Clare Martin ◽  
Marc Ruszaj ◽  
Maliyat Matin ◽  
Akaash Kataria ◽  
...  
Keyword(s):  
United States ◽  
Medical Education ◽  
Medical Students ◽  
United States Of America ◽  
Clinical Training ◽  
Medical Schools ◽  
The United States ◽  
Learning Program ◽  
Medical Specialties ◽  
E Learning

The novel coronavirus disease 2019 (COVID-19) pandemic has changed the medical education platform for students in the United States of America (USA). In that light, medical schools had to rapidly rearrange the dynamics of their educational curricula from the traditional platforms, to incorporate telemedicine. The telemedicine platform is supported in many specialties, allowing students various options to continue their education without interruption during the COVID-19 pandemic, and beyond. Telemedicine platforms are projected to grow exponentially due to the COVID-19 pandemic, allowing a segue for medical schools to modify their curricula by incorporating telemedicine programs. These distant-, e-learning (tele-education) programs align with the recommendations and guidelines for practicing social distancing. In this article, we surveyed fourth-year medical students to better understand their views on multiple aspects of e-learning, and its impact on their medical education during the COVID-19 pandemic. We assessed the medical students’ experiences, satisfaction, insight and knowledge with e-learning, tele-education, telehealth, and their related modalities during COVID-19. We provide an organized overview and analysis of the main factors that influence medical education during the COVID-19 pandemic, while bringing forth the main challenges, limitations, and emerging approaches in the field of telemedicine and its application as it relates to medical education and e-learning across medical specialties. We outline the main themes and ideas that the medical students voiced, as to how their medical education is being impacted by the COVID-19 pandemic and how they will incorporate telemedicine and tele-education in their future career. A cross-sectional, mixed-method survey was developed and distributed via Google Surveys to 181 University at Buffalo, Jacobs School of Medicine and Biomedical Sciences, United States of America, 4th year medical students, in December 2020. Results were compiled and analyzed after a 6-day open period for responses to be submitted. The survey instrument consisted of questions that inquire about the students’ perspectives as it relates to their rapid switch from their traditional method of learning to the on-line version of medical education during the COVID-19 pandemic. A total of 65 students responded to the survey, of which 63 completed the survey. More than half of the students (n = 63, 57%) indicated that both their specialty of interest, and (n = 21, 33%) their sub-internships were impacted by the temporary lockdown, due to the COVID-19 pandemic. Students also indicated that the top three specialties that were affected included surgery, internal medicine and obstetrics and gynecology. When the students were asked if they were satisfied with the use of aquifer for their health care e-learning, only 35% of the students were satisfied. The students expressed that the school’s administration team did a good job in developing the new tele-education curriculum for those in clinical training. In addition, responses indicated that students were open to case-based video learning and readings, when combined with the abbreviated clinical exposure during the make-up “clinical immersions periods” allowed for adequate learning. Overall, the survey responses show that more than half, approximately 54% of the medical students utilized telemedicine platforms during their clerkships that were impacted by COVID-19. The 4th-year medical students did not find tele-education and e-learning to be as effective as traditional medical education that combines in-person didactic classroom instructions and in-person face-to-face in hospital clerkships. Students felt that the telemedicine program that was rapidly set up due to the COVID-19 ‘lockdown’ was fragmented, since it was not a formal integration of a telemedicine E-learning program. Students would have preferred more ‘real’ cases to follow, instead of the ready-made, aquifer type of cases. Telemedicine has significant potential to address many of the challenges facing the medical education environment today. We believe now that people have become comfortable with this method of teaching, that even after the pandemic ends, we will continue to see tele-education used as a platform for medical education.

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

Qualitative analysis on perceived satisfaction in a b-learning program at a Portuguese University

2014 ◽  
Author(s):  
Célia Quintas ◽  
Ana Luísa Teixeira ◽  
Isabel Fernandes Silva ◽  
Jane Rodrigues Duarte
Keyword(s):  
Knowledge Management ◽  
Qualitative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Virtual Learning Environment ◽  
Learning Approaches ◽  
Learning Program ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Learner Attitude

Knowledge management and learning are buzzwords in today’s society, both in terms of company competitiveness as well as in terms of education. Human resources are thus a priority for individuals and companies. The concept of knowledge management and of learning organizations has been object of increased interest by managers and scholars. The increased focus on these issues brings forth the individual as a crucial element in this process; individuals become key elements in competitiveness (Nonaka & Takeuchi: 1995) and protagonists of their own learning process (Senge: 1992).Additionally, the learning methodologies and strategies have also changed in the past decades, so that currently much is offered by means of b-learning and e-learning courses that, on the one hand, allow students to opt for several learning strategies, and on the other hand, require them to actively participate in their learning path. In fact, the evolution of ICT in studies and the growing experience of both teachers and students have gradually adapted to new methodologies. However, while materials and subject matter have been made easier and more accessible to students who do not attend classroom sessions, an underlying problem has always been present: bridging the physical distance among all the stakeholders involved in the learning process and all the difficulties that may emerge from this.Since its first edition in 2001, this Post-Graduation Program, now in its 12th edition, has undergone several changes, from its study plan to learning regime. As a means of responding to the demands of today’s market and in particular new learning styles, new possibilities have been made for attending the course which range from classroom, to blending and e-learning formats. As a means of fostering group spirit, synchronous and asynchronous participation of all students several changes were introduced this academic year. Besides the use of the Moodle platform, a Virtual Learning Environment (VLE) wiziq has been introduced.In 2013-14, the program includes students from Portugal (including the Azores), Mexico and Nigeria. Moreover, this Post-Graduation Program allows students to opt for f2f, b-learning and e-learning regimes, i.e., within the same group, some students attend classes by means of a VLE, others attend some classes f2f and others using the VLE and others attend f2f classes regularly, though they also have access to the VLE. A program that combines three learning approaches/methodologies/strategies allows the possibility of assessing possible differences in terms of efficiency of these three learning methodologies, considering that these imply a change in expectations, attitude and cognitive process.Our paper focuses on a study carried out in a Post-Graduation Program at a Portuguese university, on perceived satisfaction regarding the use of ICT tools in the program, a theme which has already been object of study at UAL in recent years, both in terms of assessing and monitoring learning progress, of learner attitude toward their learning paths (Fernandes Silva & Rodrigues Duarte. 2011a & b) and the tools and methodologies made available to them and of perceived satisfaction (Fernandes Silva & Quintas: 2013).This paper corresponds to a 1st stage of a broader study that will involve all students in the referred program in 2013-14 as well as all the lecturers. Initially, a qualitative analysis is carried out based on semi-structured interviews; at a 2nd stage, we aim to create a questionnaire to be applied to a wider population.

e-Learning: Practices Among Undergraduates of a Medical College of Khyber Pakhtunkhwa

2020 ◽  
Keyword(s):  
Information Technology ◽  
Medical Students ◽  
Background Information ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Medical College ◽  
Learning Practices ◽  
E Learning

Background: Information technology (IT) is a new way of teaching and learning. One of the promising media of information technology is e-Learning, which is used to enhance knowledge and skills among users. A student gains better and deep knowledge through a useful tool. This survey aimed to determine practices among medical students for e-Learning. Methods: This cross-sectional survey was conducted on 184 students amongst the 500 students currently enrolled in medical college. Data was collected using questionnaires and were analyzed through SPSS version 22. Chi-square was used for qualitative values. Results: Majority 90.80% (n=167) students were aware of e-Learning and were statistically high in first year students (p-value: 0.018). The student did not show statistically significant results for content learned through e-Learning with a p-value of 0.063. Different resources were used for e-Learning in which videos had the highest percentage (87.60%) and audios were used as the least resource for e-Learning (29.20%). Daily, 56% of the students use e-Learning for 1 hour or less and only 3% of the students used it for more than 4 hours. Conclusion: Majority of undergraduate medical students were aware of the use of e-Learning and most of them preferred e-Learning for their course work and studies showing a significant increase in understanding and use, compared to studies conducted earlier. Participants found e-Learning useful and effective tool in increasing knowledge and understanding of their subject. Keywords: e-Learning; Practices; Students.

Developing a novel diabetes distress e-learning program for diabetes educators: an intervention mapping approach

2021 ◽  
Author(s):  
Jennifer A Halliday ◽  
Jane Speight ◽  
Sienna Russell-Green ◽  
Eric O ◽  
Virginia Hagger ◽  
...  
Keyword(s):  
Cognitive Theory ◽  
Tertiary Education ◽  
Emotional Health ◽  
Intervention Mapping ◽  
Diabetes Distress ◽  
Learning Program ◽  
Program Outcomes ◽  
Mapping Approach ◽  
E Learning ◽  
Diabetes Educators

Abstract Diabetes distress is a common negative emotional response to the ongoing burden of living with diabetes. Elevated diabetes distress is associated with impaired diabetes self-management and quality of life yet rarely identified and addressed in clinical practice. Health professionals report numerous barriers to the provision of care for diabetes distress, including lack of skills and confidence, but few diabetes distress training opportunities exist. The purpose of this paper is to describe how we utilized Intervention Mapping to plan the development, implementation, and evaluation of a novel diabetes distress e-learning program for diabetes educators, to meet a well-documented need and significant gap in diabetes care. A multidisciplinary team (combining expertise in research, health and clinical psychology, diabetes education, nursing, tertiary education, and website architecture) developed a diabetes distress e-learning program. We followed a six-step process (logic model of the problem, program outcomes and objectives, program design, program production, program implementation plan, and evaluation plan) known as Intervention Mapping. The program is underpinned by educational and psychological theory, including Bloom’s Taxonomy of Educational Objectives and social cognitive theory. We developed a short (estimated 4 h) e-learning program for diabetes educators, which draws on the content of the Diabetes and Emotional Health handbook and toolkit. It integrates a 7As model, which provides a stepwise approach to identifying and addressing diabetes distress. Our diabetes distress e-learning program has been developed systematically, guided by an Intervention Mapping approach. In the next phase of the project, we will trial the e-learning.

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