Assessment of knowledge, attitude and skills towards e-learning in first year medical students

Hiwarkar, Monali; Taywade, Onjal

doi:10.18203/2320-6012.ijrms20194977

Cited by 13 publications

(13 citation statements)

References 11 publications

(23 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, there are many issues with online education and e-learning that need to be addressed. 16 The findings of current study were not unexpected. These are in line with the study done by Chaudhuri et al, 1 who found positive correlation between depression and stress scores with r = 0.765; depression and anxiety scores with r = 0.63 and stress and anxiety scores with r = 0.73.…”

Section: Discussionsupporting

confidence: 55%

“…15 This pre-validated questionnaire has seven items for each of the three scales designed to measure the negative emotional states of depression anxiety and stress. The questions 3,5,10,13,16,17, and 21 form the depression scale; questions 2, 4, 7, 9, 15, 19, and 20 forms the anxiety scale while questions 1, 6, 8, 11, 12, 14, and 18 are covered in stress scale. A four-point severity/ frequency scale was used to rate the extent to which the respondents had experienced each symptom over the past week from "never" (0) to "most of the time" (3).…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Study of depression, anxiety and stress among first year Medical students in Government Medical College, Himachal Pradesh during COVID-19 pandemic

et al. 2021

Self Cite

View full text Add to dashboard Cite

Background: During COVID 19 pandemic many countries implied nationwide lockdown which affected academic and educational activities of medical students. We evaluated the level of depression, anxiety and stress among first MBBS students of Government Medical College, Himachal Pradesh. Aims and Objective: To estimate the level of depression, anxiety and stress among first MBBS students during COVID-19 pandemic and study its relationship with gender. Materials and Methods: A standard questionnaire DASS 21 (Depression Anxiety and Stress Scale) was administered to 110 first MBBS of Government Medical College, Himachal Pradesh. The responses were collected via Google form and scores evaluated. Results: The overall score for depression was 10.44±5.1, 10.94±5 for anxiety and 12.29±5.3 for stress. About 58 % participants had depression, 74% had anxiety & 32 % had stress in various grades of severity. Depression, anxiety & stress was more among females as compared to males (p<0.05). There was strong correlation among the scores of Depression, Anxiety & Stress among the participants (r >0.8). Conclusion: During this COVID-19 pandemic higher scores of depression, anxiety & stress were recorded among the first year MBBS students; females having more scores than male students. This study highlights the importance of and need for routine screening of depression, anxiety and stress among medical students.

show abstract

Section: Discussionsupporting

confidence: 55%

Section: Methodsmentioning

confidence: 99%

Study of depression, anxiety and stress among first year Medical students in Government Medical College, Himachal Pradesh during COVID-19 pandemic

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…11 In India, up to 84% of first-year medical students recommended conventional teaching to be supplemented with e-learning. 12 Whereas e-learning has been assimilated in most institutions in the developed world, academic institutions in low-and middle-income countries (LMICs) have not fully scaled up e-learning. 13 Challenges of e-learning in medical education in these countries include inadequate resources in terms of infrastructure (gadgets and internet) and skilled professionals to implement this platform.…”

Section: Introductionmentioning

confidence: 99%

“… 11 In India, up to 84% of first-year medical students recommended conventional teaching to be supplemented with e-learning. 12 …”

Section: Introductionmentioning

confidence: 99%

Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda

Olum

Atulinda

Kigozi

et al. 2020

Journal of Medical Education and Curricular Development

165

126

View full text Add to dashboard Cite

Given the dearth need for healthcare workers in the control of the ongoing COVID-19 pandemic, e-learning has been adopted in many settings to hasten the continuation of medical training. However, there is a paucity of data in low resource settings on the plausibility of online learning platforms to support medical education. We aimed to assess the awareness, attitudes, preferences, and challenges to e-learning among Bachelor of Medicine and Bachelor of Surgery (MBChB) and Bachelor of Nursing (B.NUR) students at Makerere University, Uganda. An online cross-sectional study was conducted between July and August 2020. Current MBChB and B.NUR students aged 18 years or older constituted the study population. Using Google forms, a web-based questionnaire was administered through the Makerere University mailing list and WhatsApp messenger. The questionnaire was developed using validated questions from previously published studies. Overall, 221 participants responded (response rate = 61%). Of the 214 valid responses, 195 (92.1%) were Ugandans, 123 (57.5% were male, and 165 (77.1%) were pursuing the MB ChB program. The median age was 23 (18 to 40) years. Ownership of computers, smartphones, and email addresses were at 131 (61.2%), 203 (94.9%), and 208 (97.2%), respectively. However, only 57 (26.6%) respondents had access to high or very high quality internet access. Awareness and self-reported usage of e-learning (MUELE) platforms were high among 206 (96.3%) and 177 (82.7%) respondents, respectively. However, over 50% lacked skills in using the Makerere University e-learning (MUELE) platform. About half (n = 104, 49%) of the students believed that e-learning reduces the quality of knowledge attained and is not an efficient method of teaching. Monthly income ( P = .006), internet connectivity quality ( P < .001), computer ownership ( P = .015) and frequency of usage of academic websites or applications ( P = .006) significantly affected attitudes towards e-learning. Moreover, internet costs and poor internet connectivity were the most important barriers to e-learning reported by 199 (93%) and 179 (84%) students, respectively. Sensitization and training of students and faculty on e-learning and use of existing learning platforms are important to improve the attitude and use of e-learning. Blended online and use of offline downloadable learning materials would overcome the challenges related to the variable quality of internet access in the country.

show abstract

“…[ 3 ] There is opinion that conventional teaching should be supplemented with computer and web-based e-learning. [ 4 ] Studies suggest that e-learning should be further utilized in a blended learning environment to support face-to-face teaching and allow for flexibility in delivery of medical education. [ 5 ]…”

Section: Introductionmentioning

confidence: 99%

Pilot of a questionnaire study regarding perception of undergraduate medical students towards online classes

Menon

Gopalakrishnan

et al. 2021

Journal of Family Medicine and Primary Care

View full text Add to dashboard Cite

Background: The COVID-19 pandemic situation has forced a shift in medical education from physical classroom to virtual online teaching. However, students and teachers perceive this differently. It is important to study these perceptions to improve the teaching–learning process, and thus to validate the role of online learning in the country. Objective: To document the process of a pilot for a questionnaire-based study regarding perception of undergraduate medical students towards on-going online classes. Methods: Medical Education Department of a teaching hospital developed a new questionnaire with the primary objective of studying the satisfaction and usefulness of the online classes (e-Learning). Content validity was done. For the pilot work, 10% of the total student strength was targeted. Random purposive sampling from each phase of the undergraduate course was done to choose the participants. The questionnaire was administered via Google Classroom. It was an external, undeclared type of pilot. All the responses were documented and analysed for both changes in the questions as well as for statistical sample size derivation for the main study. Results: Responses from 30 students were analysed for the pilot study. Based on the proportion of the level of satisfaction (23.3%) and usefulness (23.3%) of the on-going online classes observed, and with 20% relative precision and 95% confidence, the minimum sample size for the main study was calculated. The responses revealed the need for minor changes in the questionnaire tool for overall feasibility and achievement of the objectives of the main study. Conclusions: A pilot study is a necessary component for a research project, especially when it involves the use of a new tool. This paper shows the relevance of the same. The authors intend to convey the importance of documenting the processes of conduct of a pilot study, the issues involved therein, and the steps taken to resolve the same.

show abstract

Assessment of knowledge, attitude and skills towards e-learning in first year medical students

Cited by 13 publications

References 11 publications

Study of depression, anxiety and stress among first year Medical students in Government Medical College, Himachal Pradesh during COVID-19 pandemic

Study of depression, anxiety and stress among first year Medical students in Government Medical College, Himachal Pradesh during COVID-19 pandemic

Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda

Pilot of a questionnaire study regarding perception of undergraduate medical students towards online classes

Contact Info

Product

Resources

About