scholarly journals Effects of realistic e-learning cases on students’ learning motivation during COVID-19

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249425
Author(s):  
Ann-Kathrin Rahm ◽  
Maximilian Töllner ◽  
Max Ole Hubert ◽  
Katrin Klein ◽  
Cyrill Wehling ◽  
...  
Keyword(s):  
Medical Students ◽  
Real Life ◽  
Individual Case ◽  
Free Text ◽  
Face To Face ◽  
Learning Modules ◽  
E Learning ◽  
Competency Based ◽  
Socially Isolated ◽  
Leading Symptom

Background Keeping up motivation to learn when socially isolated during a pandemic can be challenging. In medical schools, the COVID-19 pandemic required a complete switch to e-learning without any direct patient contact despite early reports showing that medical students preferred face-to-face teaching in clinical setting. We designed close to real-life patient e-learning modules to transmit competency-based learning contents to medical students and evaluated their responses about their experience. Methods Weekly e-learning cases covering a 10-week leading symptom-based curriculum were designed by a team of medical students and physicians. The internal medicine curriculum (HeiCuMed) at the Heidelberg University Medical School is a mandatory part of clinical medical education in the 6th or 7th semester. Case-design was based on routine patient encounters and covered different clinical settings: preclinical emergency medicine, in-patient and out-patient care and follow-up. Individual cases were evaluated online immediately after finishing the respective case. The whole module was assessed at the end of the semester. Free-text answers were analyzed with MaxQDa following Mayring`s principles of qualitative content analyses. Results N = 198 students (57.6% female, 42.4% male) participated and 1252 individual case evaluations (between 49.5% and 82.5% per case) and 51 end-of-term evaluations (25.8% of students) were collected. Students highly appreciated the offer to apply their clinical knowledge in presented patient cases. Aspects of clinical context, interactivity, game-like interface and embedded learning opportunities of the cases motivated students to engage with the asynchronously presented learning materials and work through the cases. Conclusions Solving and interpreting e-learning cases close to real-life settings promoted students’ motivation during the COVID-19 pandemic and may partially have compensated for missing bedside teaching opportunities.

scholarly journals Filmed Monologue Vignettes: a novel method for investigating how clinicians document consultations in electronic health records

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Simon Glew ◽  
Elizabeth M Ford ◽  
Helen Elizabeth Smith
Keyword(s):  
Real Life ◽  
Correct Selection ◽  
Free Text ◽  
The Novel ◽  
Face To Face ◽  
Full Compliance ◽  
Electronic Healthcare Record ◽  
Novel Method ◽  
Quality Rating ◽  
Selection Of Descriptors

Introduction and Objectives The accuracy of conclusions based on Electronic Healthcare Record (EHR) research is highly dependent on the correct selection of descriptors (codes) by users. We aimed to evaluate the feasibility and acceptability of filmed vignette monologues as a resource-light method of assessing and comparing how different EHR users record the same clinical scenario. Methods Six short monologues of actors portraying patients presenting allergic conditions to their General Practitioners were filmed head-on then electronically distributed for the study; no researcher was present during data collection. The method was assessed by participant uptake, reported ease of completion by participants, compliance with instructions, the receipt of interpretable data by researchers, and participant perceptions of vignette quality, realism and information content. Results 22 participants completed the study, reporting only minor difficulties. 132 screen prints were returned electronically, enabling analysis of codes, free text and EHR features. Participants assigned a quality rating of 7.7/10 (range 2-10) to the vignettes and rated the extent to which vignettes reflected real-life (86-100%). Between 1 and 2 hours were required to complete the task. Full compliance with instructions varied between participants but was largely successful. Conclusions Filmed monologues are a reproducible, standardized method which require few resources, yet allow clear assessment of clinicians’ and EHRs systems’ impact on documentation. The novel nature of this method necessitates clear instructions so participants can fully complete the study without face to face researcher oversight.

scholarly journals Challenges in Food Scientist Training in a global setting

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Andreas Höhl ◽  
Gerhard Schleining ◽  
Charlotte Hochgatterer ◽  
Wolfgang Kneifel ◽  
Velitchka Gotcheva ◽  
...  
Keyword(s):  
Training Programme ◽  
Research Management ◽  
Highly Qualified ◽  
Management Skills ◽  
Target Groups ◽  
Face To Face ◽  
Learning Modules ◽  
E Learning ◽  
Food Safety And Quality ◽  
And Training

Education and training were an integral part of the MoniQA Network of Excellence. Embedded in the "Spreading of excellence programme", Work Package 9 (Joint education programmes and training tools) was responsible for establishing a joint training programme for food safety and quality within and beyond the network. So-called `MoniQA Food Scientist Training' (MoniQA FST) was offered to provide technical knowledge on different levels and research management skills as well. Training needs for different regions as well as for different target groups (scientists, industry personnel, authorities) had to be considered as well as developing strong collaboration links between network partners and related projects. Beside face-to-face workshops e-learning modules have been developed and web seminars were organized. In order to achieve high quality training, a quality assurance concept has been implemented. It turned out that these types of training are of high value in terms of bringing together scientists from different regions and cultures of the globe, involving highly qualified trainers as basis for a sustainable network in the future.

A Hybrid Style of E-Learning in MBA Education across Borders

2012 ◽  
pp. 1604-1620
Author(s):  
Caroline Benton ◽  
Rémy Magnier-Watanabe ◽  
Harald Herrig ◽  
Olivier Aba
Keyword(s):  
Real Life ◽  
Management Program ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Face To Face ◽  
Asynchronous Instruction ◽  
Student Profiles ◽  
Working Together ◽  
E Learning ◽  
Face To Face Instruction

This paper outlines a real-life example of a course taught jointly by the MBA-IB program at the University of Tsukuba in Tokyo, Japan and the Master in Management program (ESC) at the Grenoble Ecole de Management in Grenoble, France using a hybrid style of e-learning that was aimed at increasing communication and collaboration among instructors and students. The qualitative analysis of this experience found that the variables that most significantly affected the development and outcome of the course were the unique goals, resources and student profiles of each university, the blending of synchronous and asynchronous instruction, the exchange of instructors to promote face-to-face instruction, and the use of a didactic and experiential approach to cross-cultural learning. Such cross-cultural course connecting distant groups working together toward the resolution of a common problem can become a stepping stone toward the promotion of sustainable development.

scholarly journals Involving postgraduate medical students in pharmacology practical classes by e-learning

2019 ◽  
Vol 14 (1) ◽  
pp. 26-31
Author(s):  
Asma Akter Abbasy ◽  
Mir Misbahuddin
Keyword(s):  
Medical Students ◽  
Procedural Knowledge ◽  
Face To Face ◽  
Class A ◽  
Virtual Class ◽  
Virtual Classes ◽  
Post Test ◽  
E Learning ◽  
Questionnaire Surveys ◽  
Teaching Modules

The aim of the present study was to evaluate the effectiveness of e-learning (virtual class) in achieving procedural knowledge necessary to conduct practical class in the laboratory. In this study, teaching modules were prepared on eight selected topic related to pharmacology laboratory works. Virtual classes were conducted among the postgraduate MD students (n=26) of this Department. To know the existing procedural knowledge pre-test was taken before the classes and to evaluate the effectiveness of virtual class,  a post-test was carried out seven days later. To get the feedback from students, two additional questionnaire surveys were done. The performance of each student improved in the post-test in comparison to the pre-test. Most of the students mentioned that virtual class was easier in comparison to face to face class. But they preferred combination classes to learn procedural knowledge.

scholarly journals 3D Interactions between Virtual Worlds and Real Life in an E-Learning Community

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Ulrike Lucke ◽  
Raphael Zender
Keyword(s):  
Learning Community ◽  
Virtual Worlds ◽  
Real World ◽  
Second Life ◽  
Virtual World ◽  
Real Life ◽  
Face To Face ◽  
Learning Platform ◽  
E Learning ◽  
Learning Scenarios

Virtual worlds became an appealing and fascinating component of today's internet. In particular, the number of educational providers that see a potential for E-Learning in such new platforms increases. Unfortunately, most of the environments and processes implemented up to now do not exceed a virtual modelling of real-world scenarios. In particular, this paper shows that Second Life can be more than just another learning platform. A flexible and bidirectional link between the reality and the virtual world enables synchronous and seamless interaction between users and devices across both worlds. The primary advantages of this interconnection are a spatial extension of face-to-face and online learning scenarios and a closer relationship between virtual learners and the real world.

scholarly journals Feedback after OSCE: A comparison of face to face versus an enhanced written feedback

2020 ◽  
Author(s):  
Chin Fang Ngim ◽  
Paul Douglas Fullerton ◽  
Vanassa Ratnasingam ◽  
Valliammai Jayanthi Thirunavuk Arasoo ◽  
Nisha Angela Dominic ◽  
...  
Keyword(s):  
Medical Students ◽  
Asian Students ◽  
Free Text ◽  
Immediate Feedback ◽  
Face To Face ◽  
Video Recordings ◽  
Objective Structured Clinical Exam ◽  
Fourth Year Medical Students ◽  
Performance Results ◽  
To Receive

Abstract Background The Objective Structured Clinical Exam (OSCE) is a useful means of generating meaningful feedback. OSCE feedback may be in various forms (written, face to face and audio or video recordings). Studies on OSCE feedback are uncommon, especially involving Asian medical students. Methods We compared two methods of OSCE feedback delivered to fourth year medical students in Malaysia: (i) Face to face (FTF) immediate feedback (semester one) (ii) Individualised enhanced written (EW) feedback containing detailed scores in each domain, examiners’ free text comments and the answer guide (semester two). Both methods were evaluated by students and staff examiners, and students’ responses were compared against their OSCE performance. Results Of the 116 students who sat for both formative OSCEs, 82.8% (n = 96) and 86.2% (n = 100) responded to the first and second survey respectively. Most students were comfortable to receive feedback (91.3% in FTF, 96% in EW) with EW feedback associated with higher comfort levels (p = 0.022). Distress affected a small number with no differences between either method (13.5% in FTF, 10% in EW, p = 0.316). Most students perceived both types of feedback improved their performance (89.6% in FTF, 95% in EW); this perception was significantly stronger for EW feedback (p = 0.008). Students who preferred EW feedback had lower OSCE scores compared to those preferring FTF feedback (mean scores ± SD: 43.8 ± 5.3 in FTF, 47.2 ± 6.5 in EW, p = 0.049). Students ranked the “answer guide” to be the most valuable aspect of the EW feedback. Tutors felt both methods of feedback were equally beneficial. Few examiners felt they needed training (21.4% in FTF, 15% in EW) but students perceived this need for tutors’ training differently (53.1% in FTF, 46% in EW) Conclusion Whilst both methods of OSCE feedback were highly valued, students preferred to receive EW feedback and felt it was more beneficial. Learning cultures of Asian students may have influenced this view. Information provided in EW feedback should be tailored accordingly to provide meaningful feedback in OSCE exams.

scholarly journals E-learning Modules to Improve Clinical Reasoning and Practice: a Prospective Comparative Study

2021 ◽  
Author(s):  
Fabiola Stollar ◽  
Bernard Cerutti ◽  
Susanne Aujesky ◽  
Daniel Scherly ◽  
Mathieu Nendaz ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Learning Methods ◽  
Learning Modules ◽  
Factors Associated ◽  
E Learning ◽  
Fourth Year Medical Students ◽  
Prospective Comparative Study ◽  
The University

Abstract Background: Controversy remains about how successfully e-learning can improve clinical skills and knowledge acquisition. Our study's main objective was to compare the effects of e-learning versus traditional education on medical students' reasoning and how they applied their knowledge to clinical skills by evaluating their performance in a pediatrics exam based on key features. Our secondary objectives were to assess the factors associated with e-learning that might influence exam scores and to evaluate medical students' satisfaction with these two learning methods. Methods: Prospective observational study of two pediatric clerkship cohorts (2016–17 and 2017–18) of fourth-year medical students at the University of Geneva's Faculty of Medicine, Switzerland. All students participated in a standardized program of traditional seminars and e-learning using case-based scenarios. To compare the two learning methods, we taught two subjects using traditional seminars in 2016–17 and then using e-learning modules in 2017–18. To evaluate factors that might have influenced e-learning's effects, we monitored the use of all the e-learning modules studied in the months preceding the pediatric exam. Student satisfaction was evaluated using a questionnaire of four-point Likert scale-like items. Results: We included 299 medical students. Students using interactive e-learning modules had the same median scores for exam questions associated with e-learning as students who attended traditional seminars (median 80%, IQR 67%–100% vs. median 80%, IQR 67%–100%; p=0.975). A linear regression model showed an association between the scores for exam questions associated with e-learning and the number of quizzes taken and sex. Even though the overall satisfaction with the two learning methods was similar, students claimed that they learned more in e-learning than in traditional seminars, that learning objectives were better explained in e-learning modules, and that traditional seminars were better integrated into the curriculum.Conclusions: We found no evidence of a difference in students’ reasoning and how they applied their knowledge to clinical skills between e-learning and traditional seminar-based methods. The number of quizzes taken and being a female student were factors associated with better scores. Overall, students were satisfied with both learning methods, but they claimed that they learned more with e-learning.

scholarly journals BLENDED LEARNING AS A METHOD FOR IMPROVING STUDENTS’ ACHIEVEMENT IN DERMATOTHERAPY: A PRELIMINARY STUDY

2020 ◽  
Vol 9 (3) ◽  
pp. 249
Author(s):  
Sri Linuwih Menaldi ◽  
Hanny Nilasari ◽  
Githa Rahmayunita ◽  
Siti Farida ◽  
Nanda L. Prasetya
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Test Score ◽  
Learning Objectives ◽  
Learning Activities ◽  
Bivariate Analysis ◽  
Learning Method ◽  
Face To Face ◽  
Post Test ◽  
E Learning

Background: Dermatotherapy is an important topic in Dermatology and Venereology module. The time allocated for dermatotherapy topic is limited, so that the development of learning method is needed to achieve the learning objectives. Blended learning is a combination of e-learning and face to face lecture session. This method is often used when there is less time available for lecturing and limited number of teachers. This learning method is expected to be more effective and efficient for the students and also the teachers. This study was conducted to examine the effectiveness of blended learning method used in dermatotherapy topic, and to identify the obstacle of using this method. Methods: This study is a cross sectional study, using quantitative and qualitative approach, involving 22 fifth-year medical students of Faculty of Medicine Universitas Indonesia who enrolled in dermatology and venereology module. We collected data from questionnaire, pre and post-test, and feedback from the students. Comparison of pre-test and post-test results were analysed using paired T test, and followed by bivariate test of students’ characteristic, gadget usage and e-learning activities associated with the increased post-test score.Results: An increased in post-test score was found to be statistically significant (p<0.05). Approximately 95,4% of students passed the final exam on the dermatotherapy subject. Bivariate analysis revealed that the number of gadgets owned, digital usage and e- learning activities did not have a significant effect on the post-test score. Based on the students’ feedback, blended learning had a positive impact on helping their learning process; however, the materials of e-learning must be interactive, informative and comprehensive. Face-to-face lecture is still an important component in learning hence it is irreplaceable. Conclusion: Blended learning is an effective method of learning and should be considered if there is limitation of lecture time and number of teachers available. By using this method, medical students are more flexible in their study and it can be adjusted to their own learning style hence heling them understand better. Further development and improvement are needed for this method as to achieve the learning objectives.  Keywords: blended learning, dermatotherapy, medical students

A Hybrid Style of E-Learning in MBA Education Across Borders

2013 ◽  
pp. 253-268
Author(s):  
Caroline Benton ◽  
Rémy Magnier-Watanabe ◽  
Harald Herrig ◽  
Olivier Aba
Keyword(s):  
Real Life ◽  
Management Program ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Face To Face ◽  
Asynchronous Instruction ◽  
Student Profiles ◽  
Working Together ◽  
E Learning ◽  
Face To Face Instruction

This paper outlines a real-life example of a course taught jointly by the MBA-IB program at the University of Tsukuba in Tokyo, Japan and the Master in Management program (ESC) at the Grenoble Ecole de Management in Grenoble, France using a hybrid style of e-learning that was aimed at increasing communication and collaboration among instructors and students. The qualitative analysis of this experience found that the variables that most significantly affected the development and outcome of the course were the unique goals, resources and student profiles of each university, the blending of synchronous and asynchronous instruction, the exchange of instructors to promote face-to-face instruction, and the use of a didactic and experiential approach to cross-cultural learning. Such cross-cultural course connecting distant groups working together toward the resolution of a common problem can become a stepping stone toward the promotion of sustainable development.

e-Learning for College Physics: Bridging Knowledge Gap in Science

2014 ◽  
Vol 8 (supplement) ◽  
pp. 167-178
Author(s):  
Hock Lye Koh ◽  
Su Yean Teh
Keyword(s):  
Teaching And Learning ◽  
Science Curriculum ◽  
Learning Technology ◽  
Technological Advancement ◽  
General Physics ◽  
Face To Face ◽  
Learning Modules ◽  
Entrance Level ◽  
E Learning ◽  
University Science

E-learning technology has evolved to become a robust tool for complementing traditional face-to-face knowledge delivery in Teaching and Learning (T&L). Confident in the capability of this technological advancement, the Malaysian Ministry of Higher Education has mandated that by year 2015 all universities must have the capacity to deliver 30% of T&L via e-learning. Significant resources are allocated to empower research and implementation towards the attainment of this aspiration. The choice of general physics at the pre-U level as the domain of e-learning appears promising. This paper presents the implementation of a suite of e-learning modules within the framework of blended learning for pre-U general physics. General physics at the pre-U level provides an important knowledge interface and linkage between high-school and university science curriculum. Success at this entrance level would pave the way to better knowledge attainment and dissemination at higher levels in subsequent years.

Sign in / Sign up

Export Citation Format

Share Document