Development of an E-learning module and evaluation of this method of teaching to supplement traditional education in Pathology

Abstract

Background: E-learning has been introduced as a tool in thE-learning process in the majority of the international universities worldwide. Present study was done to develop and evaluate E-learning module to supplement traditional education in Pathology. Methods: A standardized E-learning module in Pathology was developed and validated on one 'must know' topic (Peripheral blood smear examination). All 2nd M.B.B.S. students (5th Semester) were subjected to a pre-test questionnaire, the E-learning module and a post-test questionnaire followed by feedback after obtaining their informed written consent. Feedback and suggestions given by the students were analysed. Results: Out of 145 participants, 98 were male and 47 were female. There was no statistically significant difference between perceptions of male and female participants. Comparison of pre and post test scores of students was done using Wilcoxon's sign rank test. Students scored significantly more in post-test. Only 3% scored less in post-test and 5% had similar pre-and post-test scores. Frequency and median score of various parameters of feedback given by students showed positive perceptions. Conclusion: The students' feedback showed that the E-learning method was a very effective way of teaching. In future E-learning should be implemented more frequently in Medical Education, which will create new and exciting opportunities for both educational institutions and students.

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

“…Students also evaluated the effectiveness of e-learning Pathology. Identifying effectiveness as the ability to achieve the improvement of a learners’ knowledge 6 and knowing that all students registered on the course achieved a passing grade in the exams, 21 we conclude that the faculty has organized the e-learning procedure successfully. Effectiveness, efficacy, usage and quality are the four keys for the evaluation of e-learning.…”

“…Although the COVID-19 pandemic accelerated the development of online medical education and numerous researchers have explored the topic, few studies have focused on online teaching. 52 The popularity of e-learning as an educational tool has grown rapidly, but more efforts have been concentrated on advancing technology than on attempting to understand the needs and learning styles of e-learners, 6 including evaluating reports on the field of synchronous and asynchronous e-learning.…”

“…A recent study focused on the evaluation of an e-learning module offered in a pathology course in India; 6 however, in this study, e-learning is a priori considered a supplementary method to the traditional classroom-based teaching. Our research was conducted a year later when, due to the unprecedented challenges caused by the pandemic, e-learning was the main method of education delivery.…”

“…Nevertheless, even though this research was conducted in a pre-pandemic class, it provided evidence that e-learning was very useful to medical students and suggested that it should be integrated into medical education. 6 …”