E-learning for Undergraduate Medical Students (Preprint)

2020 ◽  
Author(s):  
Emad Tashkandi
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Test Scores ◽  
Good Knowledge ◽  
Knowledge Gain ◽  
Undergraduate Medical Students ◽  
Adequate Knowledge ◽  
Significant Difference ◽  
E Learning ◽  
Positive Feelings

BACKGROUND Disruption of education and learning can lead to drastic changes in educational outcomes; therefore, we need to maximize the benefits of e-technology. OBJECTIVE This study aimed to explore changes in knowledge, attitudes, and challenges regarding e-learning of medical students during the COVID-19 pandemic, and also determine how e-learning has influenced academic performance. METHODS We conducted a self-administrated electronic survey to collect information on undergraduate medical students’ e-learning during the COVID-19 pandemic. We evaluated its validity, reliability and pilot tested the instrument. We recruited participants using convenience sampling via WhatsApp and sent reminders one and two weeks later using SurveyMonkey. RESULTS We received 995 responses from validated undergraduate medical students from August 7–19, 2020. Nearly all respondents responded that they have knowledge of e-learning and its tools. More than two-thirds of the respondents indicated that they gained fair/very good knowledge from online classes and discussion boards. Additionally, more than half of them indicated that they gained fair/very good knowledge from e-assessments, mobile-learning, links, e-resources, and e-problem based learning. Regarding attitudes, students responded they had “somewhat” adequate knowledge, proper training, positive feelings, and were comfortable engaging in e-learning. Reported challenges experienced with e-learning included poor internet speed and lack of clinical experience and physical examination skills. There was a statistically significant difference between the test scores for the first and second semesters for year 6, year 5, year 4, and year 2 students. CONCLUSIONS Nearly all respondents are familiar with e-learning tools. The implementation of e-learning during the pandemic led to an overall improvement in knowledge gain, accompanied by positive attitudes. Subsequently, there were measurable improvements in students’ test scores in regard to overall academic performance. Our study indicates the need to boost infrastructure and address the challenges of e-learning. CLINICALTRIAL NA

Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Chelsea Stunden ◽  
Sima Zakani ◽  
Avery Martin ◽  
Shreya Moodley ◽  
John Jacob
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Test Scores ◽  
Student Attitudes ◽  
Congenital Heart ◽  
Secondary Outcome ◽  
First Year ◽  
Undergraduate Medical Students ◽  
E Learning ◽  
The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

scholarly journals A smartphone use and its impact on academic performance of medical students: a cross sectional study

2021 ◽  
Vol 8 (10) ◽  
pp. 1582
Author(s):  
Praveen Kumar R. S. ◽  
Kaki Aruna ◽  
Aravind Kumar ◽  
Venkatalakshmi P.
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Tertiary Care ◽  
Cross Sectional Study ◽  
Steady Increase ◽  
Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Significant Difference ◽  
Smartphone Use

Background: Smartphones are unavoidable technology in this modern era. Though there are several advantages with the use of smartphones, there is another school of thought is that due to excessive use of smartphones and addiction behavior the academic performance of the students gets deteriorates. With this in background, this study was conducted to compare the use of smartphones with the student’s academic performances.Methods: This prospective cross-sectional study was conducted among the undergraduate medical students of Sri Venkateshwara medical college hospital and research institute, Puducherry, a tertiary care teaching hospital during the January 2019 to July 2019. A total of 370 students were included in this study. All were assessed for the demographic profile and questions related to usage of smart phones using a questionnaire. Data was analyzed using SPSS.Results: Sharing documents, assessing drug information, taking notes and reading journals articles and books was the academic reasons reported by 94.6%, 72.7%, 58.1% and 35.7% of participants, respectively. Among non-academic reasons games, social media and entertainments was recorded in 82.4% 75.4% and 33% of participants, respectively. Mean duration of smart phone usage in a day was 3.5 hours. However, there was no significant difference noted between the academic performance and use of smartphones.Conclusions: Though smartphone use has no significant impact on academic performance of medical students, with the view of steady increase in smartphone usage, there is a necessary for further monitoring, in order to prevent smartphone related complications like addiction.

scholarly journals IMPACT OF A NOVEL METHOD OF TEACHING ANATOMY OF THE MALE PERINEUM ON THE UNDERGRADUATE MEDICAL STUDENTS

2014 ◽  
Vol 04 (01) ◽  
pp. 099-103
Author(s):  
Snigdha Mishra ◽  
Satheesha Nayak B. ◽  
Bincy M. George
Keyword(s):  
Medical Students ◽  
Test Scores ◽  
Opinion Survey ◽  
Undergraduate Medical Students ◽  
Cadaveric Dissection ◽  
Significant Difference ◽  
Teaching Anatomy ◽  
Post Test ◽  
Novel Method

Abstract:It is indeed a challenge to teach the cadaveric anatomy of the perineum to the undergraduate medical students. The anatomy teacher often fails to make the student understand the exact arrangement and attachments of the fasciae in the perineum in spite of his/her best attempts in the dissection hall and lecture classes. We prepared a video to demonstrate the arrangements of fasciae in the male perineum. The video had a combination of clips of cadaveric dissection, diagrams drawn on a blackboard and the demonstration of the arrangement of fasciae using a simple cloth model. The video was shown to students after they had the routine dissection and lecture classes about the perineum. There was a significant difference between the pre and post test scores. The opinion survey also indicated that the video was very effective.

scholarly journals The relationship between attendance and academic performance of undergraduate medical students during surgical clerkship

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hamdi Al Shenawi ◽  
Rami Yaghan ◽  
Amer Almarabheh ◽  
Noor Al Shenawi
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Female Students ◽  
Male Students ◽  
Attendance Rate ◽  
Undergraduate Medical Students ◽  
Performance Category ◽  
Significant Difference ◽  
The Mean ◽  
The Difference

Abstract Background The current study aimed to evaluate the previously unexplored correlation between undergraduate medical students’ attendance during their surgical clerkship and their academic performance. It also aimed to explore any difference in the attendance rate between male and female students and whether this difference, if present, affects the academic performance. Methods A retrospective descriptive cross-sectional study has been conducted on 331 undergraduate medical students during their surgical clerkships at the College of Medicine and Medical Sciences (CMMS) at Arabian Gulf University (AGU), Bahrain from September 2018 to June 2020. Results There was a positive statistically significant correlation between students’ attendance during surgical clerkship and academic performance (r = 0.360, P <  0.01). Mean attendance rate was greater in each increasing category of academic performance: 47.95% in the weak category (less than 65%, n = 42), 57.62% in the good performance category (65% to less than 75%, n = 108), 67.82% in the very good performance category (75% to less than 85%, n = 126), 83.16% in the excellent performance category (85% and above, n = 55). The mean attendance rate of male students was 59.76% (SD = 25.73), compared to 66.92% (SD = 24.30) in the female students. T-test indicated that the difference between the mean attendance of the two groups of the students (male, female) was statistically significant (t = 2.483, p <  0.05). On the other hand, the difference between the mean academic performance for the two groups of students, male & female, (t = 0.284, p = 0.777) was not statistically significant. Conclusions Our study showed a significant relationship between undergraduate medical students’ attendance during their surgical clerkship and their academic performance. Further studies are needed to stratify this correlation according to clinical and theoretical teaching activities. No significant difference was observed in academic performance between female and male students.

scholarly journals Assessment of knowledge, attitude and practices on antibiotic resistance among undergraduate medical students in the school of medicine at the University of Zambia

2020 ◽  
Vol 9 (2) ◽  
pp. 263 ◽  
Author(s):  
Annie Zulu ◽  
Scott K. Matafwali ◽  
Michelo Banda ◽  
Steward Mudenda
Keyword(s):  
Antibiotic Resistance ◽  
Medical Students ◽  
Statistical Significance ◽  
Health Concern ◽  
Good Knowledge ◽  
Global Public Health ◽  
Undergraduate Medical Students ◽  
Good Practices ◽  
Significant Difference ◽  
The University

Background: The issue of antibiotic resistance has become a global public health concern, with an extensive clinical and economic burden. The study aimed to assess the knowledge, attitude, and practices of antibiotic resistance among undergraduate medical students at the University of Zambia.Methods: This cross-sectional study was conducted at the University of Zambia Ridgeway Campus. A structured questionnaire was administered to 260 randomly selected undergraduate medical students. Data were analyzed using Statistical Package for Social Sciences (SPSS) version 22.0. Associations between dependent and independent variables were done using a Chi-square test. The statistical significance was done at 95% confidence level (p<0.05). Ethical approval was done by the University of Zambia Health Sciences Research Ethics Committee.Results: The study found that 227 of 260 (87.3%) of the medical students had good knowledge on antibiotic use and resistance. The majority of the medical students 252 of 260 (96.9%) had positive attitudes and 195 of 260 (75%) had good practices towards antibiotic resistance. There was a significant difference between the year of study and the level of knowledge (χ2=16.333, p=0.003). There was no significant difference between the year of study and the attitude of the participants (χ2=4.061, p=0.398). A significant difference was found between the year of study and the practices of the respondents (χ2=10.926, p=0.027).Conclusions: The medical students had good knowledge, a positive attitude, and good practices towards antibiotic resistance. Final year students had higher levels of knowledge and attitude but lower levels of practice compared to other years of study.

scholarly journals Assessment of the Knowledge Regarding Diabetes Mellitus in Medical Students of Nepal

2020 ◽  
Vol 8 (02) ◽  
pp. 20-24
Author(s):  
Bishal Joshi ◽  
Buddhi Raj Pokharel ◽  
Sanjit Kumar Kar ◽  
Narayan Bahadur Mahotra ◽  
Laxmi Shrestha ◽  
...  
Keyword(s):  
Diabetes Mellitus ◽  
Medical Students ◽  
Knowledge Score ◽  
Cross Sectional Study ◽  
Basic Knowledge ◽  
Good Knowledge ◽  
Cross Sectional ◽  
First Year Students ◽  
Adequate Knowledge ◽  
Significant Difference

INTRODUCTION Diabetes mellitus (DM) is a metabolic disorder with a very high prevalence. Adequate knowledge about diabetes mellitus is essential for medical students as they are future frontline warriors for its management. In the present study, we have attempted to assess the knowledge of medical students related to various aspects of DM. MATERIAL AND METHODS In this cross-sectional study, 445 medical students studying in the Universal College of Medical Sciences (UCMS), Bhairahawa, Nepal were included. A total of 20 self-designed questionnaires regarding DM were used as a study tool. Each question was allocated a score of one making 20 the highest possible score. The students who scored 13 (65%) or more were regarded as having good knowledge, and those scoring below 13 were considered as having poor knowledge related to DM. Statistical package for social sciences (SPSS) version 16 was used for data analysis. RESULTS Preclinical students were 309 (69.4%) and 136 (30.6%) clinical students. The mean knowledge score of the total participants were 13.54 ±3.68.  The clinical students (16.23 ±2.26) were found to have better knowledge about DM than the preclinical students (12.36 ±3.56). Year wise evaluation showed that, on average, all except first-year students had good knowledge regarding DM, with the final year students having highest mean score (18.80 ±2.29). No significant difference in the knowledge was found between MBBS and BDS students. CONCLUSION The majority of the medical students had good basic knowledge regarding DM. Clinical students had significantly higher knowledge in comparison to preclinical students.

scholarly journals Trauma Evaluation and Management TEAM® course for medical students in Pakistan

2020 ◽  
Vol 36 (6) ◽  
Author(s):  
Rufina Soomro ◽  
Sobia Ali
Keyword(s):  
Medical Students ◽  
Undergraduate Curriculum ◽  
Management Team ◽  
Knowledge Gain ◽  
Undergraduate Medical Students ◽  
Evaluation Questionnaire ◽  
Creative Commons ◽  
Significant Difference ◽  
Group A ◽  
Group B

Objectives: To assess the immediate effect of TEAM® on trauma related knowledge of undergraduate medical students and to highlight the stakeholders’ acceptability of TEAM® for trauma training of undergraduate medical students Methods: Effectiveness of TEAM® course in terms of knowledge gain was assessed using 20-item-MCQs at three different timings to three cohorts of medical students from year 2017 (Group A), 2018 (Group B) and 2019 (Group C). Group A attempted the test after traditional teaching in wards, Group B attempted it after reading books and videos of TEAM®, along with traditional trauma teaching. Finally Group C attempted the test after TEAM® course along with videos and books. Students and faculty also filled evaluation questionnaire for their acceptability assessment. Kruskal-Wallis Test was applied for comparison between scores of the three groups. The evaluation questionnaire of students as well as for faculty was evaluated by determining frequencies and percentages. Results: A statistically significant difference is found after comparing the scores of the three groups (p< 0.00). More than 85% of the students were of a view that this course would help in their future practice and application. Similarly, 80% of the faculty would prefer to be involved in TEAM® teaching in future. Conclusion: There is an improvement in trauma cognitive knowledge, after the TEAM® program. Students and faculty strongly supported its introduction in the undergraduate curriculum and hence acceptable to both. doi: https://doi.org/10.12669/pjms.36.6.2588 How to cite this:Soomro R, Ali S. Trauma Evaluation and Management TEAM® course for medical students in Pakistan. Pak J Med Sci. 2020;36(6):---------. doi: https://doi.org/10.12669/pjms.36.6.2588 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals Evaluating The Effectiveness of Gastroenterology e-Module for Undergraduate Medical Students, A Pilot Study From Syria

2021 ◽  
Author(s):  
Bashar Almasri ◽  
Mayssoon Dashash
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Effective Learning ◽  
Learning Experiment ◽  
Self Confidence ◽  
Online Lectures ◽  
Significant Difference ◽  
Case Based Learning ◽  
E Learning ◽  
Case Based

Abstract BackgroundE-learning is an aspect of the practical application of pedagogy. Most students find it an entertaining and effective learning method. Also, case-based learning is related to pedagogy and is an interactive and enjoyable experiment for students. In Syrian medical schools, Gastroenterology teaching is depending on traditional teacher-centered style, passively affecting learning outcomes and imposing the search for other up-to-date alternatives. The study aimed to evaluate the effectiveness of a case-based, E-Module of gastroenterology in fulfilling desired outcomes, and to evaluate students' satisfaction with the e-learning experiment, their self-confidence improvement, and their perception of the experiment's obstacles. Methods13 undergraduate medical students were enrolled. A pretest was conducted, then they participated in 6 synchronous online lectures, and 6 asynchronous lectures which were subjects to the discussion. Students then took a posttest and answered a questionnaire composed of 15 questions measuring their satisfaction with the experiment, self-confidence improvement, and obstacles they faced. ResultsThe mean students' degrees in the pretest was 41.5%, while it was 66.8% in the posttest with a statistically significant difference. There was no statistical difference in posttest between students' answers regarding synchronous lectures compared with asynchronous ones. The best results were related to students' perception of self-confidence improvement after the e-learning experiment.ConclusionsE-learning plays an important role regarding students' level of knowledge improvement. Most of the participants show satisfaction with their knowledge and self-confidence improvement after the E-learning experiment.

scholarly journals Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Li-Ang Lee ◽  
Yi-Ping Chao ◽  
Chung-Guei Huang ◽  
Ji-Tseng Fang ◽  
Shu-Ling Wang ◽  
...  
Keyword(s):  
Medical Students ◽  
Cognitive Style ◽  
Controlled Trial ◽  
Cognitive Styles ◽  
Neck Surgery ◽  
Knowledge Gain ◽  
Undergraduate Medical Students ◽  
Learning Modules ◽  
Randomized Controlled ◽  
E Learning

BACKGROUND Electronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown. OBJECTIVE The aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders. METHODS This randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction. RESULTS All of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= −21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman’s two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001). CONCLUSIONS Mobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles. CLINICALTRIAL Clinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

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.

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