E-learning program for medical students in dermatology

Silva, Cristiana Silveira; Souza, Murilo Barreto; Filho, Roberto S. Silva; Medeiros, Luciana Molina de; Criado, Paulo Ricardo

doi:10.1590/s1807-59322011000400016

Cited by 50 publications

(52 citation statements)

References 23 publications

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“…They attribute it to students spending an additional 20 hours on the multimedia resources in the semester. Similar advantage with blended learning was noted by Silva et al & Pereira et al in their studies conducted in the departments of dermatology and anatomy [17,18]. Contrary to the above cited studies, e-learning did not improve the test scores in this study.…”

Section: Total Scoressupporting

confidence: 84%

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

Chimmalgi¹,

Jose²,

Kumari³

2017

IJAR

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Objectives:The primary objective of this study was to determine if Early Clinical Exposure (ECE) and E-learning can be effective alternative methods of teaching anatomy for the first-year medical students. Secondary objectives were to determine (a) if there was gender bias with these methods and (b) if these methods influenced high, average or low achievers selectively. Materials and Methods:Study was conducted in the department of anatomy with 150 first-year medical students participating in it. Students were randomly divided into three groups of 50 each. Six selected topics were taught to the three groups using ECE, e-learning and traditional lecture alternatively. After each session, a test was conducted using 20 objective questions to assess the learning outcome. Average score of the groups were analysed using Fisher one-way ANOVA or Welch test. Multiple comparisons were done using post-hoc tests when the difference between the average scores was found to be significant. Gender difference in the scores for each method was noted. Learning outcome of high, average and low achievers with ECE and e-learning were compared.Results: Average total scores after ECE were comparable to lecture and superior to e-learning in five of the six sessions. E-learning, however, was not as effective as ECE in improving the test scores. Except for one group, where the boys outperformed the girls after e-learning, girls outperformed the boys in all the groups with all the three methods of instruction. ECE or e-learning did not influence high, average or low achievers selectively. Conclusion:Based on the learning outcome, ECE can be an effective method to teach Anatomy in the described format. E-learning did not improve the test scores in the self-study format used in this study, but, 3D visualization can benefit the students when used as an adjunct to the traditional methods.

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Section: Total Scoressupporting

confidence: 84%

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

Chimmalgi¹,

Jose²,

Kumari³

2017

IJAR

View full text Add to dashboard Cite

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“…In this respect, digital resources are becoming an important part of health education (Schultze-Mosgau et al, 2004;Beux & Fieschi, 2007;Chen et al, 2008;Turmezei, 2009;Silva et al, 2011). It is therefore expected that the inclusion of these resources in the study of morphological sciences will facilitate access to practical contents involved in distance learning in order to extend the benefits to different education sectors of the society.…”

Section: Discussionmentioning

confidence: 99%

Use of Clinical Cases in a Virtual Learning Environment as an Approach to Teaching Human Embryology

2012

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SUMMARY:The objective of this study was to evaluate the effectiveness of virtual learning as an approach to teaching human embryology. For this purpose, clinical cases comprising the six major topics of human embryology were organized into a blog in order to complement the content discussed in the classroom. Scientific articles were made available to reinforce theoretical contents and ethical-humanistic issues were addressed in discussion forums. The mean grades of the students at the end of the semester were compared with those of the previous semester when the method had not been applied. Student perceptions of blog effectiveness were evaluated using an electronic questionnaire. A substantial increase in mean grades was observed compared to the previous class. Analysis of the questionnaires showed that the students considered the blog to be a practical and useful learning tool. In conclusion, the use of clinical cases in a virtual learning environment is an effective tool to teach human embryology.

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“…Upon examining additional research, it was revealed that blended learning method has been implemented in subjects such as dentistry (Bains, Reynolds, McDonald, & Sherriff, 2011;Yang, Zhang, & Bridges, 2012), dermatology (Silva, Souza, Filho, Medeiros, & Criado, 2011), cardiovascular system Figure 11. Views of the students as a new learning approach Figure 12.…”

Section: Continuitymentioning

confidence: 99%

Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions

Ocak

Topal

2015

EURASIA J MATH SCI T

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The present study examines levels of satisfaction and perceptions of the students taking the blended anatomy course in Turkish Higher Education System. 15 students selected from 213 medical students participated in the study. An interview form was designed to identify the views of the students about the present study. The interview results were analyzed in the NVIVO program using the content analysis technique. Based on the results, the medical students' views on the blended anatomy course were classified into 8 categories: 1) visuality 2) content 3) effective learning 4) expectations from blended learning 5) accessibility 6) motivation 7) new perspective for the students and 8) continuity. Results indicate that medical students perceive blended learning environment positively. As a factor promoting learning, this study makes suggestions for taking advantage of the opportunities in a blended anatomy course successfully.Keywords: anatomy education, blended learning, perception, medical students INTRODUCTIONThe rapid changes in the information era affect the medical education along with the rest of the world. Medical sciences require the use of educational technologies in the field (Ward, Gordon, Field, & Lehmann, 2001). As Arman, Cankur, Çelik, Ersoy, İçke, Kopuz, Özbek and Pınar (2002) argue, it is not possible to give all the expanding knowledge to a medical student in a six-year period. Educators inevitably must select what they will and will not teach, and give the student the capability to use that information. At the very foundation of medical education lies anatomy. Anatomy is the oldest known medical science. Regardless of the division or specialization, every medical student must learn anatomy in order to become a successful doctor. According to the Department of Anatomy in the Faculty of Medicine at Kocaeli University (2011), the anatomy course analyses human anatomy, the various structures in the body and how these structures relate to each other. The anatomy studies include many areas of sub-specialization from topographical anatomy and dissection to microscopic and ultramicroscopic methods, which are the latest methods.The clinical sciences are becoming more dominant in medical education and the time for basic medical sciences is becoming precious. The studies on the cadaver dissections and living human models that would help the students gain skills and positive attitudes cannot be carried out sufficiently due to reasons such as an inadequate number of cadavers, the high number of students, lack of technical equipment and infrastructure, and inadequate number of instructors, etc. (Arman et. al, 2002).Different methods are required to solve the existing problems in anatomy education, which has an important place in basic medical education. Sayek, Odabaşı and Kiper (2010) indicated that alternative methods that would support anatomy education should be used more commonly. One of the methods that can be used to support anatomy education might be blended learning environments. This method includes the ...

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E-learning program for medical students in dermatology

Cited by 50 publications

References 23 publications

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

The Effectiveness of Early Clinical Exposure and E-Learning in Teaching Anatomy

Use of Clinical Cases in a Virtual Learning Environment as an Approach to Teaching Human Embryology

Blended Learning in Anatomy Education: A Study Investigating Medical Students' Perceptions

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