E-learning in medical education in India

Dhir, Shashi Kant; Verma, Devendra Kumar; Batta, Meenal; Mishra, Devendra

doi:10.1007/s13312-017-1152-9

Cited by 90 publications

(67 citation statements)

References 33 publications

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“…Interaction between student and teacher is very limited. [6][7][8] Academically weak or mediocre students often find it difficult to keep pace with the proceedings of the lecture. The teaching efficacy largely depends on skills, experience and efforts of the teacher.…”

Section: Discussionmentioning

confidence: 99%

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

Hiwarkar

Taywade

2019

Int J Res Med Sci

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Background: With digitization the e-learning modalities are being increasingly used by medical students. These often help the first MBBS students to overcome limitations of conventional teaching methods like didactic lectures. However, e-learning is not official part of medical education in India and the awareness about its use among medical students need to be evaluated. Aim and objective of the study was to assess the extent to which MBBS first year students use e-resources for learning as well as to assess knowledge, attitude, skills and habits of first MBBS students towards e-learning.Methods: A questionnaire of twenty five questions on various aspects of e-learning was administered to the first MBBS students at two medical colleges. The data generated from responses was compiled and analyzed on SPSS to get insight on various aspects of e-learning.Results: Out of 236 students surveyed 77.97% were aware about the academic websites related to first MBBS subjects. 90.68 % accepted that e-learning helped in understanding topics, 84.32% recommended conventional teaching to be supplemented with e-learning. However there was no statistically significant difference between responses from two groups i.e. female and male students (p>0.05).Conclusions: The majority of first MBBS students use e-resources for learning various topics in anatomy, physiology and biochemistry. The e-resources have made a positive impact on overall learning especially anatomy. e-learning can supplement conventional teaching in the first year of medical training.

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Section: Discussionmentioning

confidence: 99%

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

Hiwarkar

Taywade

2019

Int J Res Med Sci

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“…This was also suggestion from our students to include online classes even after lockdown period as google classroom gives them personalization of resources. E-learning has been an important aspect of the current undergraduate curriculum delivery wherein reports of shortage of medical teachers have been reported (9).The adoption of the same within the medical colleges is expected to promote self directed learning and lifelong learning .Thus it will bene t both the teachers as well as the students (10). Similar experience shared by Scagnoli et al shows the importance of online training in COVID pandemic pediatric undergraduate students (11).…”

Section: Discussionmentioning

confidence: 89%

Perception of Faculty and Students About E Learning About Feasibility, Acceptance and Implementation in Covid Crisis  

Menon

Pande

Jadhav

et al. 2020

Preprint

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The study aimed to understand the perception, acceptance and feasibility of E learning for undergraduate medical students and faculty during the Carona pandemic and get suggestions to improve the teaching learning process. Methods: Total 447 (436+11) were approached for the response through google form. Out of 447 participants of 321 responses ( 71%; 95 CI 67.5-75.8 ) recorded and 302 (96%; 95 CI 90.9-96.4) gave consent which included (students 211 and 11 faculty) who experienced E learning as teaching learning method and their feedback collected using an semi structured questionnaire as google form in google classroom. Results: A majority 81%( 95 CI 67.5-75.8) had positive responses towards various aspects of the online classes. Google classroom and video based platforms like zoom,cisco webex, google meet were the most preferred and convenient platforms. Conclusion: Online classes were accepted by the most of the students and faculty. The positive feedback and suggestions helped in the planning of E learning classes in the existing curriculum for future.

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“…There are several advantages and disadvantages of e-learning which has been studied in the voluntary student participants. In a study by Dhir et al 2017 students and faculty were in favour of adopting e-learning along with traditional learning, and the advantages far outweigh the likely discomfort associated with adoption of this new method 5 . In the beginning, students were excited about the novel method of study using internet portal but as the study progressed week by week there were dropouts in the study.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2017

MIJOPHY

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Background: The present teaching-learning activity caters to the requirements of average learners. E-learning has the potential to promote learning at learner's convenience and pace. In the present study, learning outcome following the administration of e-learning module and students' perception as a supplementary teaching learning tool was evaluated. Materials and Methods: Forty four first year medical students participated in the study. Case scenario of Parkinsonism was used as a trigger to start the discussion. Reading material was provided on weekly basis in the form of text, power point, and video. Pre-test and post-test were conducted to evaluate the learning outcome. Student's perception about elearning as a supplementary T-L tool was assessed by using a satisfaction survey. Results: Pre-test and post-test mean scores for learning outcome for knowledge and application were 6.11 ±1.77 and 8.27 ±1.14 respectively, which were statistically significant. In satisfaction survey, 73% of students felt that overall experience of e-learning was good. It helped in improvement of the knowledge (36%), effective in learning complex concepts (25%), helped in revision (25%) and facilitated learning at the place of convenience and time (7 %). Hindering factors were e-learning platform related technical difficulties (32%), lack of mobile app (34%), less time for interaction (18%) and time of academic year not suitable for taking up e-learning activity(20%) as it was close to university examinations. Conclusions: E-learning could serve as a useful supplementary learning tool. There was a demonstrable improvement in the knowledge after intervention using the e-learning module. Student's preferred mobile app based platforms for administration of e-learning modules.

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E-learning in medical education in India

Cited by 90 publications

References 33 publications

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

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

Perception of Faculty and Students About E Learning About Feasibility, Acceptance and Implementation in Covid Crisis

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E-learning in medical education in India

Cited by 90 publications

References 33 publications

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

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

Perception of Faculty and Students About E Learning About Feasibility, Acceptance and Implementation in Covid Crisis&nbsp;&nbsp;

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Perception of Faculty and Students About E Learning About Feasibility, Acceptance and Implementation in Covid Crisis