scholarly journals Evaluation of e-learning of undergraduate medical students during the COVID-19 pandemic lockdown by an Objective Structured Practical Examination

2020 ◽  
Vol 7 (4) ◽  
pp. 176
Author(s):  
Gurjeet Singh ◽  
Raksha Singh
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
Practical Examination ◽  
E Learning

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.

scholarly journals Usability testing of an e-learning resource designed to improve medical students’ physical activity prescription skills: a qualitative think-aloud study

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e042983
Author(s):  
Helen Carter-Roberts ◽  
Richard Antbring ◽  
Manuela Angioi ◽  
Gemma Pugh
Keyword(s):  
Physical Activity ◽  
Medical Students ◽  
Medical Curriculum ◽  
Think Aloud ◽  
Undergraduate Medical Students ◽  
Learning Resource ◽  
Physical Activity Counselling ◽  
Exercise Medicine ◽  
Activity Promotion ◽  
E Learning

ObjectiveAn e-learning resource (MEdic GAming, MEGA) was developed based on the contents of the Faculty of Sports and Exercise Medicine exercise prescription booklet. This study aimed to (i) explore medical students’ perspectives of physical activity promotion and e-learning and (ii) investigate medical students’ response to the design, content and usability of the MEGA e-learning resource.DesignQualitative think-aloud interview study.SettingA London medical school.Participants19 undergraduate medical students were interviewed using the think-aloud method while using the e-learning resource concurrently.ResultsIn general, medical students felt current education on physical activity is inadequate and held a strong desire for more teaching on exercise medicine. Students believed the MEGA e-learning resource addressed a gap in their knowledge on physical activity but noted e-learning should not replace face-to-face teaching and suggested physical activity education would be best delivered through a blended learning approach. Students felt such an approach would allow better opportunity to practice physical activity counselling skills with patients while on clinical placement. Students’ motivation to engage with the MEGA e-learning resource was positively impacted by aesthetically appealing design and interactive gamification elements such as self-assessment quizzes and visual progress tracking.ConclusionMedical students value the role of physical activity in health but are disappointed by the lack of teaching within the current medical curriculum. E-learning resources, such as MEGA, which contain interactive features are a viable means to integrate physical activity into the undergraduate curriculum but should be supplemented by the opportunity to practice physical activity counselling in-person.

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 COVID-19 Pandemic: Assessment of Stress and Perception of E-Learning amongst First Year Undergraduate Medical Students

2021 ◽  
Author(s):  
Shikha Gautam ◽  
Salamah Parveen Imteyaz ◽  
Mohammed Iqbal Alam
Keyword(s):  
Medical Students ◽  
Disease Transmission ◽  
Online Teaching ◽  
Online Survey ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Internet Connectivity ◽  
Online Mode ◽  
E Learning

Introduction: The coronavirus pandemic has involved nearly all the countries of the world. The lockdowns and closure of educational institutes to reduce the risk of disease transmission has brought a change in the medium of teaching as most educational institutes have moved to the online mode. There is a widespread increase in stress as the number of cases and mortality associated with Coronavirus 2019 disease (COVID-19) continue each day. Aim: To assess the stress status of first year undergraduate medical students in reference to the coronavirus pandemic and the perception of first year undergraduate medical students in reference to the E-learning being carried out during the coronavirus pandemic. Materials and Methods: This was a cross-sectional web-based online survey that was conducted using a questionnaire in August 2020 at Hamdard Institute of Medical Sciences and Research, New Delhi, India. The questionnaire was prepared and reviewed by the involved faculty members of the project and it was approved by a faculty from Department of Psychiatry. Reliability of questionnaire was measured using Cronbach’s alpha (0.89). A questionnaire with 20 questions was administered via Google forms to all 100 students of first year MBBS course. Some of the questions in the questionnaire were framed to assess the stress status of the students; some were designed to study students’ perception of E-learning. Data was represented as the percentage distribution of response for each question. Results: Ninety five responses were received, after accounting for exclusion factors; data was compiled for 91 respondents. Out of the 91 participants in the study, 48.4% were males (n=44) and 51.6% were females (n=47). Most of the students in this study (84.6%) felt that online teaching had helped in learning Physiology theory; around 43% students found online practical teaching useful. Around 39% students have reported internet connectivity issues all the time while 59% faced problem sometimes. Total 51.6% of students had difficulty in accessibility to devices. Due to coronavirus pandemic, 37.4% of students have reported to be under stress. Around 33% reported feeling unsafe all the time while 39.5% felt unsafe some of the times. Conclusion: Students found online teaching more helpful in learning Physiology theory than practical. Majority of class reported internet connectivity issues. All the responders agreed that this pandemic affected their regular life. Most of the students felt that online classes have helped them to remain positive and motivated towards study.

e-Learning versus lecture-based courses in ECG interpretation for undergraduate medical students

2016 ◽  
Vol 23 (2) ◽  
pp. 108-113 ◽  
Author(s):  
Emmanuel Montassier ◽  
Jean-Benoît Hardouin ◽  
Julien Segard ◽  
Eric Batard ◽  
Gilles Potel ◽  
...  
Keyword(s):  
Medical Students ◽  
Undergraduate Medical Students ◽  
E Learning ◽  
Ecg Interpretation

scholarly journals Medical Students’ Perception Regarding E- Learning during Covid-19 Lockdown Period

2021 ◽  
Vol 17 (2) ◽  
pp. 101-108
Author(s):  
Pratibha Manandhar ◽  
Naresh Manandhar ◽  
Sunil Kumar Joshi
Keyword(s):  
Medical Students ◽  
Conventional Method ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Learning Activity ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
E Learning ◽  
Teaching Learning

Background and Objectives: Due to Covid-19 lockdown period undergraduate medical institutions across the country are moving towards e-learning for continuity of education. The purpose of this study is to determine the perceptions of students towards e-learning and to analyze medical students’ perception on e-learning vs. conventional learning. Materials and Method: This was a descriptive cross sectional study conducted by distributing an online semi-structured questionnaire consisting Likert scale to undergraduate medical students of Kathmandu Medical College. Data assembled from the survey were analyzed and Statistical package for social sciences (SPSS) 24 version software was used for data analysis. Result: A total of 273 students were enrolled in this study. Most of the students, 83.9% (229) had the perception that conventional teaching method was the best method for learning as compared to e-learning method 16.1% (44). The students mentioned that conventional method of learning is more effective to increase knowledge than e -learning (M= 3.87, M= 2.80) which was statistically significant (p=0.000). Conclusion: E-learning was the only option for students to study during lockdown period. But students preferred conventional method of learning as compared to e-learning. It might be due to some disadvantages of e-learning, eg. Technical difficulties, lack of interaction with teacher  and patients, etc. So, these measures have to be addressed for improving e-learning for betterment of teaching-learning activity during these types of circumstances in future.

scholarly journals Perceptions of undergraduate medical students about teaching-learning methods adopted by faculty members in community medicine

2019 ◽  
Vol 6 (8) ◽  
pp. 3539
Author(s):  
Usha Rani C. ◽  
S. Aruna Devi
Keyword(s):  
Medical Students ◽  
Group Discussion ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Effective Learning ◽  
E Learning ◽  
Power Point Presentation ◽  
Microsoft Office ◽  
Teaching Learning

Background: Effective learning is closely associated with effective teaching. Achieving effective learning requires a student cantered and outcome-focused approach.4 Various interactive techniques like Problem Based Learning (PBL), facilitated group discussion, E-learning, Massive Open Online Courses (MOOCS) etc., are being implemented in TL sessions in medical schools. These methods are found to be effective to foster better learning among medical students. The present study was an attempt to understand the perceptions of undergraduate medical students, posted at Government Medical College and Hospital, Mehabubnagar, Telangana about different teaching methodologiesMethods: A cross sectional study was conducted among 56 MBBS students of 4th semester. A pre-tested, self-administered, structured questionnaire was devised which consisted of ten questions with three to four options each. Study participants were asked to fill up the questionnaire under strict supervision and they were allotted 15 minutes to complete the same. Entire data was entered into Microsoft Office Excel Sheet and analysed.Results: Out of 56, 32 (57.14%) female students and 24 (42.85%) male students voluntarily participated in the study. large number of participants i.e., 66.07% thought that FGD is the best method of teaching. Most of participants i.e. 96.42% had favourable attitudes towards PPT as they felt that it improves their learning.Conclusions: Maximum number of undergraduate medical students knew about E learning. Facilitated Group Discussion (FGD) was the most preferred teaching learning methodology by students. The majority of them had positive perceptions towards the use of Power Point Presentation (PPT) as a powerful teaching tool in medical education.

scholarly journals Eyestrain and associated problems among undergraduate medical students undergoing e-learning/teaching methods during Covid-19 pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 308-313
Author(s):  
C V Anthrayose ◽  
Aqueen Joju ◽  
Rakendu Puthiyedath ◽  
Niya Babu ◽  
Ann Reshma Rajan
Keyword(s):  
Social Media ◽  
Medical Students ◽  
Screen Time ◽  
Media Use ◽  
Common Symptom ◽  
Undergraduate Medical Students ◽  
Social Media Use ◽  
Cross Sectional ◽  
Digital Devices ◽  
E Learning

Increase in usage of digital devices and mandatory e-learning imposed during the Covid 19 pandemic curfew may have given rise to an emerging public health threat of digital eyestrain among undergraduate medical students in the state. The study aimed to assess the distribution of digital eyestrain among undergraduate medical students and to determine the association between digital eyestrain and screen time spent on different digital devices for e-learning and social media use.A cross sectional, questionnaire based online study was done on undergraduate medical students of a teaching hospital in Central Kerala during the month of October, 2020. Survey form included CVS-Q questionnaire, OSDI questionnaire and questions regarding screen time spent on different digital devices for e-learning and social media use.Around three -fourth of the 113 participants experienced at least one symptom of digital eyestrain. Headache (76.1%) was the most common symptom followed by neck/shoulder/back pain (67.3%), tearing(49.6%), itching(48.7%), eye pain (41.6%) and increased sensitivity to light (38.1%).OSDI score revealed that 67.7% of the students had dry eye disease. Screen time of more than 6 hours spent on mobile/tablet was significantly associated with feeling of foreign body sensation, excessive blinking and itching. Lens /spectacle use was significantly associated with a feeling that eyesight is worsening and difficulty focusing for near vision. No association was seen between screen time spent for e- learning and digital eyestrain. Steps towards awareness and prevention of digital eyestrain should be taken to promote ocular health and to avoid this occupational hazard.

scholarly journals Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology�Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial (Preprint)

2017 ◽  
Author(s):  
Li-Ang Lee ◽  
Shu-Ling Wang ◽  
Yi-Ping Chao ◽  
Ming-Shao Tsai ◽  
Li-Jen Hsin ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Head And Neck ◽  
Cognitive Style ◽  
Mobile Technology ◽  
Learning Experience ◽  
Neck Surgery ◽  
Percentage Change ◽  
Undergraduate Medical Students ◽  
E Learning

BACKGROUND The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology–head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. OBJECTIVE The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. METHODS This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. RESULTS Overall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI −75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change −41, 95% CI −67 to −20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants’ attention but that the nonlinearly arranged materials affected their learning. CONCLUSIONS Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. CLINICALTRIAL ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

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