Integration of e-learning resources into a medical school curriculum

Khogali, Shihab E. O.; Davies, David; Donnan, Peter T.; Gray, A. R.; Harden, Ronald M.; McDonald, Julie A.; Pippard, Martin J.; Pringle, Steven D.; Yu, Ning

doi:10.3109/0142159x.2011.540270

Cited by 93 publications

(74 citation statements)

References 10 publications

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“…In conjunction with this result, Khogali et al (2011), in their study, reported that students found animation, video, and self-assessment sections more useful, but indicated that a discussion forum should be included in an online learning content. While some of these issues have been addressed in the current study, namely the inclusion of the case studies for discussion, students' comments indicate that the content remains too stagnant for their liking.…”

Section: It Was Great To Have a Look At And Repeat The Courses Againmentioning

confidence: 84%

“…According to Khogali, Davies, Donnan, Gray, Harden, Mcdonald, Pippard, Pringle, and Yu (2011), blended learning environments can be implemented successfully alongside the conventional learning methods in an existing medical curriculum. In addition, the online learning sources generated with cooperation among medical schools can be integrated into a local curriculum.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…Views of the students as a new learning approach Figure 12. Students' views on taking another course with BLE (Khogali et al, 2011) and showed that good results were obtained.…”

Section: Continuitymentioning

confidence: 99%

See 2 more Smart Citations

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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Section: It Was Great To Have a Look At And Repeat The Courses Againmentioning

confidence: 84%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

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

Ocak

Topal

2015

EURASIA J MATH SCI T

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“…With exponential expansion of IT, the field of medical education has also embraced innovative electronic learning (e-learning) techniques (1) . Benefits of elearning on the performance of medical students have been demonstrated in Western (2) as well as in Asian countries (3) with the latter group of researchers demonstrating the effectiveness of e-learning activity on the results of education of Biochemistry (3) ; a basic science taught during the first year of medical school.…”

Section: Introductionmentioning

confidence: 99%

What makes medical students to say “yes” to e-learning?

Silva

Tennakoon

Wijayatunga

2013

Sri Lanka J Bio-Medical Informatics

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IntroductionWith exponential expansion of Information Technology, the field of medical education has embraced innovative electronic learning (e-learning) techniques. The objectives of this study were to assess the acceptance of an integrated e-learning activity by first year medical students and to explore the association between the pattern of computer usage and their perception of such an intervention.

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“…[3] Despite the advances in online technologies, it is recognized that medicine is a competency-based discipline and it is not desirable to fully replace traditional medical education with online learning. [4] Attempts have been made to blend E-learning technology with traditional instructor-led training. [5] Increasingly, there are concerns about how both traditional and online teaching can be combined for effective "blended" learning.…”

Section: Introductionmentioning

confidence: 99%

Implementation of supplemental E-learning models for blended learning in pharmacology

Tripathi¹,

Kurle²,

Jalgaonkar³

et al. 2017

Natl J Physiol Pharm Pharmacol

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Background: Pharmacology, an ever-expanding volatile subject, requires continuous reinforcement and self-learning. Lectures supplemented with E-learning activity like solving multiple choice questions (MCQs) online may help students to self-learn. Aims and Objectives: The project was designed to develop E-learning models (ELMs) and to evaluate perceptions of the students toward those. Materials and Methods: Three ELMs comprising 40 MCQs each were prepared for three different pharmacology topics and delivered to II MBBS students (n = 180) using web-based facility in three different ways: (1) Presupplemental model: First supervised pretest was conducted followed by online post-test on unexposed topic (i.e., before the lecture), (2) postsupplemental model: Lecture, followed by supervised pretest then followed by online post-test and (3) Replacement model: Supervised pretest on an unexposed topic followed by uploading of presentation on the topic for self-study followed by online post-test. The scores of the supervised test and online post-test were compared and feedback was collected from all students. Results: Out of 40, the average marks ± SD for supervised pretests were 6.5 ± 2.3, 11.2 ± 3.1, and 4.5 ± 1.5, whereas the online post-test scores, viz: 32.6 ± 4.8, 33.3 ± 6.7, and 34.7 ± 3.2 in model 1, 2, and 3, respectively (P < 0.0001). Students felt that E-learning activity improved understanding (57%), motivated self-learning (70%), and played supplementary role (73%). Conclusion: Students perceived that supplementation of lectures with E-learning activity in the form of online tests appeared beneficial and opined that it should be continued.

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Integration of e-learning resources into a medical school curriculum

Cited by 93 publications

References 10 publications

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

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

What makes medical students to say “yes” to e-learning?

Implementation of supplemental E-learning models for blended learning in pharmacology

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