scholarly journals Digital learning in medical education: comparing experiences of Malaysian and Japanese students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
L. Jun Xin ◽  
A. A. Ahmad Hathim ◽  
N. Jing Yi ◽  
A. Reiko ◽  
I. Noor Akmal Shareela
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Courses ◽  
Medical Science ◽  
Higher Learning ◽  
Learning Motivation ◽  
Digital Learning ◽  
Clinical Phase ◽  
Complementary Role ◽  
Level Of Motivation

Abstract Background Medical education has undergone a transformation from conventional to digital learning, enabling learning without any time and place restrictions. Nevertheless, the actual trends of usage and its impact on learning motivation among medical students between developed and developing nations are yet to be investigated. Hence, this study compares the effect of digital learning on learning motivation among Malaysian and Japanese medical students in Universiti Kebangsaan Malaysia (UKM) and Shiga University of Medical Science (SUMS) respectively. Methods A modified Students Motivation towards Science Learning (SMTSL) was used to assess the digital learning usage and learning motivation among 150 UKM and 147 SUMS medical students throughout Year 1 to 5. Results The frequency of digital learning usage and learning motivation among UKM medical students was significantly higher as compared to SUMS (p < 0.001). Electronic books (e-books) were the most preferred source of digital learning among UKM medical students as compared to SUMS medical students who used research articles, e-books, online courses and videos at similar frequencies. UKM medical students in the clinical phase exhibited a significantly higher learning motivation as compared to preclinical students (p < 0.05) but not among SUMS medical students. Conclusion A suitable learning environment should be developed to encourage digital learning usage among different levels of medical students to enhance its complementary role in medical education and augment the level of motivation among medical students in continuous lifelong learning.

scholarly journals Reflection of connectivism in medical education and learning motivation during COVID-19

2020 ◽  
Author(s):  
Jun Xin Lee ◽  
Ahmad Hathim Ahmad Azman ◽  
Jing Yi Ng ◽  
Noor Akmal Shareela Ismail
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Extrinsic Motivation ◽  
Movement Control ◽  
Learning Motivation ◽  
Digital Learning ◽  
Digital Information ◽  
Life Long Learning ◽  
Significant Difference ◽  
Control Order

AbstractThe COVID-19 pandemic has not only affected the global healthcare and economy but threatened the world of education altogether. Malaysia is not spared from this pandemic as all universities were forced to close and initiate online learning with the implementation of Movement Control Order since mid-March 2020.The abrupt shift from conventional medical education to fully virtual learning definitely deserves a reflection on how it affects the learning motivation among medical students. Hence, this is the first study that compares the effect of digital learning on learning motivation among medical students in Universiti Kebangsaan Malaysia (UKM) prior to and during the COVID-19 pandemic. A modified Students Motivation towards Science Learning (SMTSL) was used to assess the learning motivation of UKM medical students throughout Year 1-5. The number of students that use digital learning during COVID-19 is significantly higher compared to before COVID-19 (p<0.05). However, there is no significant difference (p=0.872) in learning motivation among medical students before and during COVID-19 crisis. Higher frequency in digital learning usage frequency does not exert a great impact on learning motivation. Reflections from each participant were collated to justify the current situation. This could be due to motivation coming from the very choice to pursue medicine as a doctor, which is mainly influenced by intrinsic motivation, and ability to adapt in difficult situations. Thus, medical educators should be creative in enhancing extrinsic motivation by making use of digital learning as a platform so that medical students are able to independently fish for information in the vast pool of digital information and apply in actual medical practice in the future for life-long learning.

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

2021 ◽  
Author(s):  
Elena Höhne ◽  
Florian Recker ◽  
Erik Schmok ◽  
Peter Brossart ◽  
Tobias Raupach ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Average Score ◽  
Learning Material ◽  
Digital Learning ◽  
Undergraduate Medical Students ◽  
Final Exam ◽  
Image Rating

Abstract Purpose Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. Materials and Methods A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. Results A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). Conclusion US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

Computer Literacy and Attitudes Towards e-learning among Bangladeshi Medical Students.

2014 ◽  
Vol 3 (1) ◽  
pp. 3-6 ◽  
Author(s):  
Nasrin Sultana Chowdhury ◽  
Nurun Nahar Chowdhury ◽  
Ferdous Rabbi ◽  
Rehnuma Tabassum ◽  
Sonia Ishrat
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Computer Literacy ◽  
Medical Science ◽  
Study Data ◽  
Computer Assisted ◽  
Cross Sectional ◽  
Medical College ◽  
E Learning ◽  
School Period

Background: The use of computer has enhanced undergraduate medical education. Computer assisted learning improves performence at examination, develops problem solving skill. The study evaluates computer literacy among the medical students in Dhaka, Bangladesh. Material and Method: Cross sectional descriptive type of study. Data collected by interviwing 322 randomly selected medical student from East West Medical College & Hospital , Dhaka, Bangladesh. Result: Maximum respondents are within 20 -22 yrs (52.8%) female (54.7%), and have average computer skill (61.8%), mostly use for personal purpose (69.6%). Among the user most of them(66.8%) have own computer at home, mostly have laptop (52.2%) from their school period (51.6%).Among most of them consider using this hamper their study (59%), but they found it helpful to improve study (38.2%).They use internet every alternative day, majority for (35.7%) email & browsing. Conclusion: This study showed that students browses net and email for recreation & social communication mostly rather than acquiring knowledge of medical science. Computer is a good source of knowledge of medical science. It can be used to gain update information of medical education. DOI: http://dx.doi.org/10.3329/updcj.v3i1.17977 Update Dent. Coll. j: 2013; 3 (1): 03-06

scholarly journals Evaluation of Virtual Reality Technology and Online Teaching System for Medical Students in Ukraine During COVID-19 Pandemic

2021 ◽  
Vol 16 (23) ◽  
pp. 127-139
Author(s):  
Yaroslav Volodymyrovych Tsekhmister ◽  
Tetiana Konovalova ◽  
Bogdan Yaroslavovych Tsekhmister ◽  
Amit Agrawal ◽  
Dipanjana Ghosh
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Online Learning ◽  
Medical Students ◽  
Time Management ◽  
Online Teaching ◽  
Digital Learning ◽  
Virtual Reality Technology ◽  
Teaching System ◽  
National Medical

A study has been conducted to evaluate the virtual reality technology and online teaching system among medical students of Bogomolets National Medical University, Ukraine during COVID-19 pandemic. The final questionnaire contained the 15 questions with 5 options to comprehensively evaluate the virtual reality technology and online teaching system. The feedback of the survey was analyzed to find effectiveness of virtual reality technology and online teaching in medical education in Ukraine. Data of survey reflected that mostly students adopted and agreed on virtual reality technology and online teaching and admitted that these technologies are best alternatives to physical learning with the 65.79% an agreement with the user-friendly interface for virtual reality and online teaching system, while, 64.03% showed an agreement that virtual reality and online teaching system compensated the suspension of face-to-face medical education during the COVID-19. During online learning, there was ample time for educational activities as depicted from their response of 36.84% as strongly agree, 35.96% as agree, 6.14% as disagree, 4.39% as strongly disagree and 16.67% as neither agree nor disagree. Tutors/teachers also enjoyed virtual reality and online learning through their experience and flexibility in time management. Likewise, the results of all questions showed positive reviews and encouraged virtual reality and online teaching in academic continuity and stability in medical education in Ukraine. It can be concluded that digital learning environments are extremely effective in terms of medical students and staff satisfaction, accomplishment, and technical learning skill growth.

scholarly journals Why do pre-clinical medical students learn ultrasound? Exploring learning motivation through ERG theory

2020 ◽  
Author(s):  
Ting-Cheng Wang ◽  
Wei-Ting Chen ◽  
Yi-No Kang ◽  
Che-Wei Lin ◽  
Chung-Yi Cheng ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Data Collection ◽  
Point Of Care ◽  
Learning Motivation ◽  
Point Of Care Ultrasound ◽  
Ultrasound Education ◽  
Significant Difference ◽  
Quantitative Results ◽  
Growth Motivation

Abstract Background Point-of-care ultrasound (POCUS) has become a hot issue and trend in medical education in recent years. Ultrasound is an indispensable skill for clinical physicians. Previous studies have already discussed the importance of and advancements in ultrasound education. However, learning motivations with regard to ultrasound education have seldom been discussed in the literature. For medical students, learning ultrasound could have a strong connection with their future career. ERG theory extended Maslow's hierarchy of needs through the concepts of existence, relatedness, and growth. The theory has been widely used in the workplace to analyze employee job performance but has not been applied in medical education. As mentioned above, we seek to analyze pre-clinical medical students’ learning motivation toward ultrasound education with regard to their future careers by applying ERG theory. Method This mixed method design used questionnaires for data collection. We also produced further qualitative and quantitative results. The research team asked learners neutral and open-ended questions. After data collection, three steps for analysis were followed based on grounded theory. Finally, the results of the thematic coding were used to complete the quantitative analysis. Results Our study involved 140 pre-clinical medical students, and their responses fell into 13 categories. Our test showed that students’ motivations toward ultrasound learning were unbalanced across the three ERG domains (F = 41.257, p < .001). Pairwise comparisons showed that students mentioned existence motivation (MD = 39.3%; p < .001) and growth motivation (MD = 40.7%; p < .001) more than relatedness motivation. However, there was no significant difference between existence motivation and growth motivation (MD = -1.4%; p = .830). Conclusion Based on our survey, first, we found that students placed a high value on existence and growth needs rather than relatedness. In addition, we recommend that ERG theory be applied in medical education motivation analysis.

scholarly journals Perceptions of medical students and teachers to online medical education: online surveys in Eastern China

2021 ◽  
Author(s):  
Yan Wang ◽  
Ying Liu ◽  
Wenyi Qian ◽  
Rongbin Yu
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Education ◽  
Online Survey ◽  
Eastern China ◽  
Learning Motivation ◽  
Efficacy Evaluation ◽  
Online Surveys ◽  
Teachers And Students ◽  
Learning Platforms

Abstract Background: Due to the quarantine measures during the outbreak of COVID-19, medical schools in China had to shift to online education overnight. Researchers wanted to find out the underlying problems and issues worth exploring of online medical education in China so as to enlighten future improvement.Methods: Researchers distributed structured and self-administered surveys on “Wechat”and “Wenjuanxing”. 3 online surveys were given out to the medical students on Feb. 17, Feb. 24 and Mar. 20 and 1 online survey was distributed to the medical teachers on Mar. 20 in Eastern China. Results: 76.42% of the students were satisfied with online medical education and it hardly changed after a month. At first, the biggest challenge of learning online was the lagging platform. But as time passed by, it became the learning motivation. Most students thought it suitable to teach theoretical content online and inappropriate to teach practical classes online. The opinions of PBL, CBL and TBL online were divided. Only 36.27% courses had quiz. 12.40% courses were live-stream and 51.91% course teachers answered questions online. About four fifths parents would remind their children to study online. 69.27% of teachers chose to change or use more learning platforms online.80.61% of parents would remind their children to study online.Most student thought it necessary to re-teach after online education while most teachers did not think so.Conclusion: Generally speaking, the infrastructure in eastern China can meet the requirement of online medical education. Students were not sure whether online PBL, CBL and TBL education could fulfill the goal of the course. Lack of learning motivation was the biggest problem of learning online if the lagging platform issue was fixed. Teachers in China were not skilled enough to teach online. Online medical education efficacy evaluation of teachers and students was entirely different.

scholarly journals Attitude Towards and Adoption of the Novel Learning Environment Among Undergraduate Medical Students During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Sonja Mohr ◽  
Birgit Küfe ◽  
Anke Rheingans ◽  
Jennifer Guse
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Large Scale ◽  
Digital Learning ◽  
The Novel ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Digital Formats

Higher education has changed significantly since the beginning of the COVID-19 pandemic. Medical education programs with extensive practical and interactive components faced major challenges to protect students, faculty and patients. In response to COVID-19, many medical schools worldwide shut down undergraduate medical education and converted most of their teaching to digital formats. The aim of this paper is to assess the attitude towards and adoption of the novel learning environment among undergraduate medical students during COVID-19. Two studies were conducted to analyze specific aspects of the adaption of digital teaching during the digital summer semester 2020 (study 1), and to compare student satisfaction and their feeling of preparedness for exams in the digital semester compared to traditional semesters (study 2). Results show that there are numerous pros and cons of digital teaching. Pros were the large flexibility and large-scale availability of digital teaching materials. Cons were the lack of interactions with peers, professionals, and patients in practice. Results also show that female students as well as year 1 students seemingly coped better with the digital learning environment. Students with childcare or job obligations also benefited from the large flexibility. While student satisfaction decreased in the digital semester, they did not feel less prepared for exams. Cross-sectional comparisons revealed that student satisfaction and agreement gradually decreased in the comparison of the different cohorts with fourth year students being the least satisfied and showing the least agreement regarding the feeling of preparedness for exams. Altogether, our results indicate that students were able to cope with digital teaching, but clearly, some groups of students were able to better adapt to the novel learning environment. This might demand the introduction of tailored educational support services for different groups of students during COVID-19 as they progress through medical school.

scholarly journals Why do pre-clinical medical students learn ultrasound? Exploring learning motivation through ERG theory

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ting-Cheng Wang ◽  
Wei-Ting Chen ◽  
Yi-No Kang ◽  
Che-Wei Lin ◽  
Chung-Yi Cheng ◽  
...  
Keyword(s):  
Medical Education ◽  
Quantitative Analysis ◽  
Medical Students ◽  
Data Collection ◽  
Learning Motivation ◽  
Point Of Care Ultrasound ◽  
Theory Approach ◽  
Ultrasound Education ◽  
Significant Difference ◽  
Growth Motivation

Abstract Background In recent years, point-of-care ultrasound (POCUS) has become an essential field of medical education. Bedside ultrasound has become a necessary skill for clinical physicians. Previous studies have already discussed the importance of advancements in ultrasound education. However, learning motivations for ultrasound education have seldom been analyzed in the literature. For medical students, learning ultrasound could have a relevance for their future career. The Existence, Relatedness and Growth (ERG) theory extended Maslow’s hierarchy of needs through these three concepts. This theory has been widely used in the workplace to analyze employee job performance but has not yet been applied in medical education. In this study ERG theory was applied to analyze pre-clinical medical students’ learning motivation toward ultrasound education. Method This mixed method study used online questionnaires consisting of open-ended questions as a data collection tool, and based on these results, both qualitative and quantitative analysis were conducted. Participants answered a series of neutral and open-ended questions regarding their motivations to learn ultrasonography. After data collection, a three-step analysis was conducted based on the grounded theory approach. Finally, the results of the thematic coding were used to complete additional quantitative analysis. Results The study involved 140 pre-clinical medical students, and their responses fell into 13 specific categories. The analysis demonstrated that students’ motivations toward ultrasound education were unbalanced across the three ERG domains (F = 41.257, p < .001). Pairwise comparisons showed that students mentioned existence motivation (MD = 39.3%; p < .001) and growth motivation (MD = 40.7%; p < .001) more frequently than relatedness motivation. However, there was no significant difference between existence motivation and growth motivation (MD = − 1.4%; p = .830). Conclusion The results revealed that students placed a high value on existence and growth needs rather than relatedness based on the survey. In addition, the findings suggest that ERG theory can be a useful tool to conduct medical education motivation analysis.

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