scholarly journals Human Anatomy Module: An Interactive Web-Based Learning Resource

MedEdPORTAL ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Aaron Lee ◽  
Ran Zhao ◽  
Patrick Cooper ◽  
James Watras
Keyword(s):  
Human Anatomy ◽  
Learning Resource ◽  
Web Based ◽  
Web Based Learning

scholarly journals Why Medical Students Choose to Use or Not to Use a Web-Based Electrocardiogram Learning Resource: Mixed Methods Study (Preprint)

2018 ◽  
Author(s):  
Mikael Nilsson ◽  
Uno Fors ◽  
Jan Östergren ◽  
Gunilla Bolinder ◽  
Samuel Edelbring
Keyword(s):  
Medical Students ◽  
Study Strategies ◽  
Learning Goals ◽  
Learning Needs ◽  
Learning Resource ◽  
Web Based ◽  
Self Regulated Learning ◽  
Web Resource ◽  
Web Based Learning ◽  
Ecg Interpretation

BACKGROUND Electrocardiogram (ECG) interpretation is a core competence and can make a significant difference to patient outcomes. However, ECG interpretation is a complex skill to learn, and research has showed that students often lack enough competence. Web-based learning has been shown to be effective. However, little is known regarding why and how students use Web-based learning when offered in a blended learning situation. OBJECTIVE The aim of this paper was to study students’ use of Web-based ECG learning resources which has not previously been studied in relation to study strategies. METHODS A qualitative explanatory design using mixed methods was adopted to explore how medical students reason around their choice to use or not to use a Web-based ECG learning resource. Overall, 15 of 33 undergraduate medical students attending a course in clinical medicine were interviewed. Data on usage of the resource were obtained via the learning management system for all students. At the final examination, all the students answered a questionnaire on study strategies and questions about internet access and estimated their own skills in ECG interpretation. Furthermore, study strategies and use patterns were correlated with results from an ECG Objective Structured Clinical Examination (OSCE) and a written course examination. RESULTS In total, 2 themes were central in the students’ reasoning about usage of Web-based ECG: assessment of learning needs and planning according to learning goals. Reasons for using the Web resource were to train in skills, regarding it as a valuable complement to books and lectures. The main reasons for not using the resource were believing they already had good enough skills and a lack of awareness of its availability. Usage data showed that 21 students (63%) used the Web resource. Of these, 11 were minimal users and 10 were major users based on usage activity. Large variations were found in the time spent in different functional parts of the resource. No differences were found between users and nonusers regarding the OSCE score, final examination score, self-estimate of knowledge, or favoring self-regulated learning. CONCLUSIONS To use or not to use a Web-based ECG learning resource is largely based on self-regulated learning aspects. Decisions to use such a resource are based on multifactorial aspects such as experiences during clinical rotations, former study experiences, and perceived learning needs. The students’ own judgment of whether there was a need for a Web-based resource to achieve the learning goals and to pass the examination was crucial for their decisions to use it or not. An increased understanding of students’ regulation of learning and awareness of variations in their ECG learning needs can contribute to the improvement of course design for blended learning of ECG contexts for medical students.

scholarly journals Thermo Net: A Web Based Learning Resource For Engineering Thermodynamics

2020 ◽  
Author(s):  
Ofodike Ezekoye ◽  
Min Liu ◽  
Derek Baker ◽  
Colleen Jones ◽  
Philip Schmidt
Keyword(s):  
Learning Resource ◽  
Web Based ◽  
Web Based Learning

scholarly journals Flipped classroom combined with human anatomy web-based learning system shows promising effects in anatomy education

Medicine ◽  
2020 ◽  
Vol 99 (46) ◽  
pp. e23096
Author(s):  
Chenchen Yang ◽  
Xiaoxian Yang ◽  
Hanqi Yang ◽  
Yuqin Fan
Keyword(s):  
Flipped Classroom ◽  
Learning System ◽  
Human Anatomy ◽  
Anatomy Education ◽  
Web Based ◽  
Web Based Learning

scholarly journals Collaborative Planning of a Web-based Learning Resource for Primary Care Education

2001 ◽  
Vol 76 (5) ◽  
pp. 549-550 ◽  
Author(s):  
CONSTANCE D. BALDWIN ◽  
DALE GEPHART ◽  
RUSSELL MAULITZ
Keyword(s):  
Primary Care ◽  
Collaborative Planning ◽  
Learning Resource ◽  
Web Based ◽  
Care Education ◽  
Web Based Learning ◽  
Primary Care Education

eSTEP: a web-based learning resource for basic surgical trainees

2002 ◽  
Vol 63 (2) ◽  
pp. 110-111 ◽  
Author(s):  
Amit Amin ◽  
Furrat Amen
Keyword(s):  
Learning Resource ◽  
Web Based ◽  
Web Based Learning ◽  
Surgical Trainees

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

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