Considering medical students’ perception, concerns and needs for e-exam during COVID-19: a promising approach to improve subject specific e-exams

Ziehfreund, Stefanie; Reifenrath, Johannes; Wijnen-Meijer, Marjo; Welzel, Julia; Sauter, Fabian; Wecker, Hannah; Biedermann, Tilo; Zink, Alexander

doi:10.1080/10872981.2022.2114131

Cited by 4 publications

(5 citation statements)

References 35 publications

(58 reference statements)

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“…A limitation was the parallel design with dermatology courses influencing the interpretation of independent effects of PLMs and a relatively low total response rate of course participants. On the contrary, our study demonstrates how PLMs can be successfully integrated with traditional teachings and used as self‐assessment tools or online exams 55–57 . In addition to undergraduate teachings, PLMs may also have extensive potential in dermatology education of general practitioners.…”

Section: Discussionmentioning

confidence: 86%

“…On the contrary, our study demonstrates how PLMs can be successfully integrated with traditional teachings and used as self-assessment tools or online exams. [55][56][57] In addition to undergraduate teachings, PLMs may also have extensive potential in dermatology education of general practitioners. As methods of digital self-learning, they could also enhance visual recognition skills and motivation in postgraduate education.…”

Section: Correctmentioning

confidence: 99%

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Perceptual learning in dermatology—A Finnish cohort study of undergraduate medical students

Salava

Salmela

2023

Acad Dermatol Venereol

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Background Implicit visual skills play an important role in the recognition of skin‐related conditions. Objectives We aimed to evaluate effectiveness and practicability of digital perceptual learning modules (PLMs) during undergraduate teaching of dermatology. Methods The study consisted of four subsequent dermatology courses including 105 medical students. PLMs designed for an online setting were carried out before, during and at course ends, as well as 6–12 months after the courses (N = 33). We investigated four important outcome measures regarding perceptual learning: diagnostic accuracy (%‐percentage of correct responses), decision duration (response time), recognized features (decision basis) and student‐perceived confidence. Results Diagnostic accuracy (p < 0.001, effect size ηp2 = 0.82), fluency (p < 0.001, ηp2 = 0.23) and confidence (p < 0.001, ηp2 = 0.74) increased significantly with successive PLMs during courses. Students classified more visual features and based the diagnosis more on primary lesion. Accuracy increased in all tasks during the courses and reached over 90% in diagnoses of the first to third task difficulty quartile. In the most difficult quartile accuracy reached to 60%. In the follow‐up, students' performance remained at high level. Analysis of diagnostic errors showed that there were specific conditions which were systematically confused with each other. Conclusions Digital PLMs improved high rates of diagnostic accuracy, fluency and student‐perceived confidence in recognition of skin‐related conditions. There was a long‐term consistency in high performance suggesting effective learning retention. In the digital setting, PLMs were practicable and easily integrated into traditional teachings. We believe that there is extensive potential for a wider use of perceptual learning to improve nonanalytical visual skills in dermatology and medical education in general.

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Section: Discussionmentioning

confidence: 86%

Section: Correctmentioning

confidence: 99%

Perceptual learning in dermatology—A Finnish cohort study of undergraduate medical students

Salava

Salmela

2023

Acad Dermatol Venereol

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“…As a result, students' transition to online assessment is negatively im pacted. Ziehfreund et al (2022) aimed to examine the perceptions, concerns, and needs of medical students regarding e-assessment. Besides, creating a comprehensive e-exam and assessing the effectiveness of the system is another aim of the study.…”

Section: Resultsmentioning

confidence: 99%

Bibliometric Analysis of Applications Articles on Online Assessment Process

Yildiz

Çakmak

2023

International Journal of Educational Research Review

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The study aims to reveal the existing situation, deficiencies, and results of the applications in the online assessment process and to bring suggestions to researchers and practitioners. For this purpose, the studies on the applications carried out in the online assessment process were examined and analyzed and suggestions were made according to the results. The systematic literature review method was used in the study. The results were analyzed by reviewing the research in the literature with the research topic. The studies were brought together by examining the full texts of the studies included in the analysis, the applications used in the assessment process, and their results. The purpose of the study, the assessment process, and the results of the applications made in this process were examined in detail. These studies were then classified according to focus topics using NVivo 12 software. In addition, the research findings were included by using descriptive analysis. As a result, studies on online assessment are generally about the obstacles and experiences encountered in the assessment process. The technical infrastructure problems, accessibility, and technology literacy problems encountered in these studies are the default elements of online learning environments and must be resolved. By overcoming these problems completely, an in-depth examination of exam security and exam quality can be made. In addition, the negativities experienced in the assessment processes in applied fields are another problem encountered and it is a subject open to research.

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“…As an example, a computer-assisted design manufacturing (CAD/CAM) learning software for preclinical prosthodontics exercises received positive feedback when implemented [61]. A variety of factors, including attitude, online teaching expertise, learning environment, and the quality of online content may account for these discrepancies [27,[62][63][64][65][66][67][68]. In addition, economic, cultural, and political issues can impact learner attitudes and perceptions of their education environment [66][67][68][69][70][71].…”

Section: Plos Onementioning

confidence: 99%

“…A variety of factors, including attitude, online teaching expertise, learning environment, and the quality of online content may account for these discrepancies [27,[62][63][64][65][66][67][68]. In addition, economic, cultural, and political issues can impact learner attitudes and perceptions of their education environment [66][67][68][69][70][71]. However, the program implemented in this study was largely deemed effective by participants, with the majority (90.9%) feeling that learning objectives…”

Section: Plos Onementioning

confidence: 99%

Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic

Elemam,

El Swiah,

Durda

et al. 2024

PLoS ONE

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During the COVID-19 pandemic, many educational institutions switched to e-learning educational platforms. This approach was essential but raised challenges, particularly in training practitioners for medical emergencies. This approach not only led to global challenges and a need for rapid adaptation, but also raised inequities across countries, with some facing far more technical challenges than others. In Libya, low investment in education technology and unpredictable internet connectivity limited its integration into schools and universities even before the pandemic. The current study reports feedback from an online continuing dental education (CDE) course for dental practitioners that was developed emergently during the pandemic and aimed to address the challenges posed by Libya’s internet environment. Participants were recruited through social media and received an 8-hour online CDE course consisting of three modules. Participants were invited to complete a pre-course demographic/informational survey on a Google form. After passing all modules, students were prompted to complete a post-course survey consisting of 23, five-point Likert scale questions. Respondents included 43 females (74.1%) and 15 males (25.9%). For ~50% of the cohort (n = 32), this was their first online clinical course. 87.9% of post-course participants rated the course as a positive learning experience, while 90.9% agreed their learning outcomes had been achieved. Most participants (97%) agreed the course instructor explained all concepts clearly. In total, 81.8% agreed that the technology effectively supported their learning. Most agreed that a clear demarcation between each course module existed and that the language and depth of the material were adequate. Some students reported technical difficulties, and 33.3% saw repetitions in the modules. However, all post-course respondents said they would recommend the online course to colleagues. Libyan dental practitioners showed high satisfaction levels towards the e-learning process, course content, instructors’ attitudes, and overall e-learning experience despite the inherent e-learning challenges posed in this country.

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Considering medical students’ perception, concerns and needs for e-exam during COVID-19: a promising approach to improve subject specific e-exams

Cited by 4 publications

References 35 publications

Perceptual learning in dermatology—A Finnish cohort study of undergraduate medical students

Perceptual learning in dermatology—A Finnish cohort study of undergraduate medical students

Bibliometric Analysis of Applications Articles on Online Assessment Process

Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic

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