Guia de endereços eletrônicos para o estudo de cardiologia

Aikawa, Luciana; Zornoff, Denise C M; Matsubara, Beatriz Bojikian

doi:10.1590/s0066-782x2004001700006

Cited by 5 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Different e-learning methods are available for medical education, such as online learning platforms, e-books (electronic versions of standard textbooks), e-journals, online question banks, medical websites, and mobile phone apps [ 7 ]. Students declared that substituting electronic books and online articles during teaching could increase the active attitude toward learning [ 8 , 9 ]. However, the success of the e-learning teaching method is influenced by many variables, consisting of access to suitable practice, the course content, and demographic criteria for students.…”

Section: Introductionmentioning

confidence: 99%

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

et al. 2023

View full text Add to dashboard Cite

Introduction This study investigated medical students’ intended learning outcomes based on e-learning and in-person education. Methods In this cross-sectional comparative analytical study, a group of 126 undergraduate medical students’ intended learning outcomes under two different teaching methods, including e-learning and in-person, were repeatedly measured based on the census sampling method. Participants were in the preclinical curriculum phase (physiopathology) at Mashhad University of Medical Sciences (MUMS), Iran. Due to expert panel opinion, the same medical teachers and similar difficulty of lessons were considered in two investigated academic semesters. In addition, difficulty and discrimination indexes of formative and summative assessments were controlled for two study groups. The students’ learning outcome index was the knowledge test scores participants received in the relevant lessons of the General Medicine (GM) curriculum preclinical courses. Results The findings indicated that students learning outcomes were significantly higher during e-learning than in in-person education for all examined variables (P < 0.05). Moreover, the difference between students’ Grade Point Average (GPA) categories among the two groups was significant (P = 0.022). Students with a GPA of less than 14 experienced higher increments in their average scores after the e-learning compared to in-person education. Compared to face-to-face courses, improvements in pharmacology, theoretical semiology, and pathology scores after e-learning courses were statistically significant (P < 0.001). The differences in mean scores related to practical pathology and semiology in the two approaches were not statistically significant, P = 0.624 and P = 0.149, respectively. Furthermore, the overall students’ average scores increased significantly during e-learning versus in-person education (P < 0.001). Conclusion We concluded that e-learning could be appreciated as a successful method of medical education and can be used as an alternative educational method. However, considering the importance of practical or clinical courses in medical education, further research about the efficacy of the e-learning approach is highly recommended.

show abstract

Section: Introductionmentioning

confidence: 99%

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

et al. 2023

View full text Add to dashboard Cite

show abstract

Electronic learning : apprentissage interactif en médecine ou Socrate en habits électroniques

Vileyn

Lefrère

2005

Transfusion Clinique et Biologique

View full text Add to dashboard Cite

Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives

et al. 2020

View full text Add to dashboard Cite

Background As COVID-19 has been declared as a pandemic disease by the WHO on March 11th, 2020, the global incidence of COVID-19 disease increased dramatically. In response to the COVID-19 situation, Jordan announced the emergency state on the 19th of March, followed by the curfew on 21 March. All educational institutions have been closed as well as educational activities including clinical medical education have been suspended on the 15th of March. As a result, Distance E-learning emerged as a new method of teaching to maintain the continuity of medical education during the COVID-19 pandemic related closure of educational institutions. Distance E-Learning is defined as using computer technology to deliver training, including technology-supported learning either online, offline, or both. Before this period, distance learning was not considered in Jordanian universities as a modality for education. This study aims to explore the situation of distance E-learning among medical students during their clinical years and to identify possible challenges, limitations, satisfaction as well as perspectives for this approach to learning. Methods This cross-sectional study is based on a questionnaire that was designed and delivered to medical students in their clinical years. For this study, the estimated sample size (n = 588) is derived from the online Raosoft sample size calculator. Results A total of 652 students have completed the questionnaire, among them, 538 students (82.5%) have participated in distance learning in their medical schools amid COVID-19 pandemic. The overall satisfaction rate in medical distance learning was 26.8%, and it was significantly higher in students with previous experience in distance learning in their medical schools as well as when instructors were actively participating in learning sessions, using multimedia and devoting adequate time for their sessions. The delivery of educational material using synchronous live streaming sessions represented the major modality of teaching and Internet streaming quality and coverage was the main challenge that was reported by 69.1% of students. Conclusion With advances in technologies and social media, distance learning is a new and rapidly growing approach for undergraduate, postgraduate, and health care providers. It may represent an optimal solution to maintain learning processes in exceptional and emergency situations such as COVID-19 pandemic. Technical and infrastructural resources reported as a major challenge for implementing distance learning, so understanding technological, financial, institutional, educators, and student barriers are essential for the successful implementation of distance learning in medical education.

show abstract

Guia de endereços eletrônicos para o estudo de cardiologia

Abstract: The resulting list of sites is an example of the potential of the Internet as a learning instrument to be used in association with other conventional pedagogical methods.

Cited by 5 publications

References 0 publications

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

Electronic learning : apprentissage interactif en médecine ou Socrate en habits électroniques

Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives

Contact Info

Product

Resources

About