scholarly journals The Future of e-Learning in Medical Education: Current Trend and Future Opportunity

2006 ◽  
Vol 3 ◽  
pp. 3 ◽  
Author(s):  
Sara Kim
Keyword(s):  
Medical Education ◽  
Technology Use ◽  
Clinical Training ◽  
Current Trend ◽  
Learning Technology ◽  
Medical Specialties ◽  
Wide Range ◽  
E Learning ◽  
Face To Face Instruction

A wide range of e-learning modalities are widely integrated in medical education. However, some of the key questions related to the role of e-learning remain unanswered, such as (1) what is an effective approach to integrating technology into pre-clinical vs. clinical training?; (2) what evidence exists regarding the type and format of e-learning technology suitable for medical specialties and clinical settings?; (3) which design features are known to be effective in designing on-line patient simulation cases, tutorials, or clinical exams?; and (4) what guidelines exist for determining an appropriate blend of instructional strategies, including online learning, face-to-face instruction, and performance-based skill practices? Based on the existing literature and a variety of e-learning examples of synchronous learning tools and simulation technology, this paper addresses the following three questions: (1) what is the current trend of e-learning in medical education?; (2) what do we know about the effective use of e-learning?; and (3) what is the role of e-learning in facilitating newly emerging competency-based training? As e-learning continues to be widely integrated in training future physicians, it is critical that our efforts in conducting evaluative studies should target specific e-learning features that can best mediate intended learning goals and objectives. Without an evolving knowledge base on how best to design e-learning applications, the gap between what we know about technology use and how we deploy e-learning in training settings will continue to widen.

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.

The Learning Activities Model

2008 ◽  
pp. 75-100
Author(s):  
Richard Caladine
Keyword(s):  
Human Resources ◽  
Training And Development ◽  
Learning Technologies ◽  
Learning Technology ◽  
Flexible Learning ◽  
Electronic Element ◽  
E Learning ◽  
Almost All ◽  
Standard Software

The effects of open, distance, and flexible learning, and the changed role of technology in learning have been felt in almost all educational sectors and institutions. Technology in many subjects now plays a central role and learning management systems (LMSs) are part of the standard software of higher education institutions. However the influence of learning technology has not been limited to education. The literature on human resource management (HRM) recognizes that there are benefits to be gained through the application of some of the techniques and technologies of flexible learning to training and development (Smith, 1992; Wilson, 1999). For example, LMSs are also providing efficiencies to organizations in the development of their human resources. As mentioned earlier in this book, the term flexible learning is used here to refer collectively to the approaches of open, distance, online, and e-learning and to the literature that is concerned with them. More recently terms such as blended learning and e-learning have appeared to refer to learning experiences that incorporate an electronic element. Typically flexible learning or e-learning would involve the use of the learning technologies discussed here.

Perceptions in Computer-Supported Collaborative Learning

2011 ◽  
pp. 182-199
Author(s):  
Yingqin Zhong ◽  
John Lim
Keyword(s):  
Collaborative Learning ◽  
Cultural Diversity ◽  
Negative Relationship ◽  
Learning Technology ◽  
Computer Supported Collaborative Learning ◽  
Research Attention ◽  
Homogeneous Groups ◽  
E Learning ◽  
And Performance

Computer-supported collaborative learning (CSCL) has received increasing research attention owing to advances in e-learning technology and paradigmatic shifts in the educational arena. Owing to the growing diversity in student population in terms of nationality, the role of cultural diversity becomes greatly pronounced, and must be addressed. In this study, a laboratory experiment with a 2×2×2 factorial design was conducted, to investigate the interaction effects of perceived cultural diversity, group size, and leadership, on learners’ performance and satisfaction with process. Contrary to an expected negative relationship between perceived cultural diversity and performance, a positive relationship emerged as a result of leadership. Leadership lowered learners’ satisfaction with the process in perceived homogeneous groups (as compared to perceived heterogeneous groups) and smaller groups (as compared to larger groups).

scholarly journals Enhancement of prosthetics and orthotics learning and teaching through e-Learning technology and methodology

2004 ◽  
Vol 28 (1) ◽  
pp. 55-59 ◽  
Author(s):  
M. S. Wong ◽  
E. D. Lemaire ◽  
A. K. L. Leung ◽  
M. F. Chan
Keyword(s):  
Clinical Training ◽  
Easy Access ◽  
Learning Technology ◽  
Interactive Approach ◽  
Learning And Teaching ◽  
Qualitative Feedback ◽  
E Learning ◽  
On Line ◽  
Demonstration Video ◽  
The University

A Write-Once Publish-Everywhere model was used to create and deliver on-line clinical training and education for undergraduate prosthetics and orthotics students. This project consisted of three phases: developing multimedia learning and teaching tools, integrating these tools into the curriculum (combination of e-Leaming and live practical sessions), and evaluating the outcomes. Video-based multimedia contents were captured and integrated with graphic, audio and text into a PowerPoint presentation software format. The web-based content was integrated into the WebCT platform for course management. Questionnaires were used to obtain student feedback on this e-Learning approach. Results were compared within the prosthetics and orthotics (P&O) programme, with other Health Sciences programmes, and overall with the University. P&O student responses were significantly higher than other groups for career relevance and problem solving. Qualitative feedback indicated that students appreciated the easy access, integrated and interactive approach of the text materials, concise PowerPoint presentation, demonstration video and the online case discussion via the WebCT platform. Educators appreciated the ability easily to maintain contents and publish the modules across multiple media without recreating the contents.

scholarly journals Role of active patient involvement in undergraduate medical education: a systematic review

BMJ Open ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. e037217
Author(s):  
Stijntje Willemijn Dijk ◽  
Edwin Johan Duijzer ◽  
Matthias Wienold
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Patient Involvement ◽  
Current Knowledge ◽  
Daily Practice ◽  
Pubmed Database ◽  
Wide Range ◽  
Active Patient

ObjectivesTo identify the scope of active patient involvement in medical education, addressing the current knowledge gaps relating to rationale and motivation for involvement, recruitment and preparation, roles, learning outcomes and key procedural contributors.MethodsThe authors performed a systematic search of the PubMed database of publications between 2003 and 2018. Original studies in which patients take on active roles in the development, delivery or evaluation of undergraduate medical education and written in English were eligible for inclusion. Included studies’ references were searched for additional articles. Quality of papers was assessed using the Mixed Methods Appraisal Tool.Results49 articles were included in the review. Drivers for patient involvement included policy requirements and patients’ own motivations to contribute to society and learning. Patients were engaged in a variety of educational settings in and outside of the hospital. The vast majority of studies describe patients taking on the role of a patient teacher and formative assessor. More recent studies suggest that patients are increasingly involved in course and curriculum development, student selection and summative assessment. The new body of empirical evidence shows the wide range of learning objectives was pursued through patient participation, including competencies as professional, communicator, collaborator, leader and health advocate, but not scholar. Measures to support sustainable patient involvement included longitudinal institutional incorporation, patient recruitment and/or training, resource support and clear commitment by faculty. The importance and advantages of patient involvement were highlighted by students, faculty and patients themselves; however, organisations must continue to consider, monitor and take steps to mitigate any potential harms to patients and students.DiscussionThis systematic review provides new knowledge and practical insights to physicians and faculty on how to incorporate active patient involvement in their institutions and daily practice, and provides suggested action points to patient organisations wishing to engage in medical education.

scholarly journals The role of theory in learning technology evaluation research

2012 ◽  
Vol 28 (7) ◽  
Author(s):  
Rob Phillips ◽  
Gregor Kennedy ◽  
Carmel McNaught
Keyword(s):  
Interdisciplinary Research ◽  
Evaluation Research ◽  
Learning Technology ◽  
Technology Evaluation ◽  
Design Elements ◽  
Learning Evaluation ◽  
Fundamental Understanding ◽  
E Learning ◽  
Learning Development

<span>This paper attempts a fundamental analysis of the nature of research into e-learning and the role that theory plays in this. We examine 'research' in broad terms, and the nature of phenomena in general. We identify that e-learning is an artificial phenomenon, and that research approaches need to be cognisant of the design elements in e-learning, and the cyclical nature of e-learning development. We identify various desired research outcomes which are appropriate at each stage of the e-learning lifecycle, and argue that studies of e-learning involve a mixture of evaluation and research.</span><p>We discuss e-learning evaluation research in the context of different disciplinary and interdisciplinary research approaches, recognising that there is no one 'right' way to do e-learning evaluation research. However, we recognise that there is a varying mixture of a 'search for fundamental understanding' and 'consideration of use' in e-learning evaluation research. We use these considerations to discuss the role of theory in educational research, and, in particular, in e-learning evaluation research, before applying the preceding arguments to the e-learning lifecycle, identifying five different forms of evaluation research.</p>

scholarly journals The rapid scale up of medical education in Ethiopia: Medical student experiences and the role of e-learning at Addis Ababa University

PLoS ONE ◽  
2019 ◽  
Vol 14 (9) ◽  
pp. e0221989 ◽  
Author(s):  
Caitrin M. Kelly ◽  
Holly Vins ◽  
Jennifer O. Spicer ◽  
Brittney S. Mengistu ◽  
Daphne R. Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Addis Ababa ◽  
Scale Up ◽  
Student Experiences ◽  
E Learning ◽  
Addis Ababa University

scholarly journals Exploring the perspectives of medical students of application on e-learning in medical education during the COVID-19 pandemic

Work ◽  
2021 ◽  
pp. 1-12
Author(s):  
Nazar P. Shabila ◽  
Nazdar Ezzaddin Alkhateeb ◽  
Ali Shakir Dauod ◽  
Ali Al-Dabbagh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Q Methodology ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Continue Medical ◽  
E Learning ◽  
Different Characteristics ◽  
Study Halls

BACKGROUND: The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education. OBJECTIVE: This study aimed to explore medical students’ perspectives on the application of e-learning in medical education during the COVID-19 pandemic. METHODS: This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from “least agree” to “most agree.” RESULTS: Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic. CONCLUSION: The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching.

scholarly journals Attitude and Use of E-Learning, education by medical students in Shiraz, Iran

2018 ◽  
Vol 3 (3) ◽  
pp. 108
Author(s):  
Ahmad Ghanizadeh ◽  
Sharif Mosallaei ◽  
Maryam Sharifian Dorche ◽  
Ali Sahraian ◽  
Parisa Yazdanshenas
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Sciences ◽  
Convenience Sample ◽  
Medical Education And Training ◽  
E Learning ◽  
Technological Limitations ◽  
Use Of Internet ◽  
Structured Questionnaire

Introduction: This study aimed to explore the use of e-learning in medical education in Shiraz, Iran.Materials and Methods: A convenience sample of 300 medical students of Shiraz University of Medical Sciences was interviewed using a structured questionnaire. The questionnaire contained a series of questions on the demographic characteristics, accessibility to computer and internet, use of internet for medical education and training, familiarity with e-learning, and the reasons for use of computer.Results: A total of 270 participants completed their questionnaires, 30.7% students reported familiarity with e-learning, 21.3% found e-learning beneficial, 57.6% used internet for education, 43.4% considered e-learning useful for medical education, and 57.9% students thought e-learning must be more prevalent in medical education. Most of the students (78.5%) used their personal computer for e-learning, only 6.3% did not use the computer for education.Conclusion: Considering the increasing role of computer and internet in daily life, the current results indicate that the attitude of the participants towards e-learning was positive. However, medical students have to be made aware of the advantages of e-learning. Technological limitations were less compared to reports from the other developing countries.

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