Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India

Abstract

Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students’ perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students’ views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and readily available Microsoft PowerPoint tool appealed to medical educators to use this kind of simple E-learning technology blended with traditional teaching to encourage active learning among students especially in a rural setup is attractive.

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

“…[20] In pharmacology subject too, Gaikwad and Tankhiwale evaluated the effectiveness and acceptability of an interactive E-learning module in endocrine pharmacology among 2 nd year medical students. [7] Pre-and post-test scores showed that the intervention was moderately effective and well received. Similarly, Tse and Lo.…”

“…[6] There have been generally positive student opinions reported in the small number of studies on blended learning in medical education and students' perceptions have varied considerably depending on the nature of online and face-to-face components, subject content and accessibility to computers. [7,8] Although blended learning has been well practiced, there are no studies which have assessed whether the reinforcement through E-learning should be provided before or after traditional teaching (imparted through didactic lectures) in the subject of pharmacology. Hence, we designed this study to develop and introduce E-learning models (ELMs) and blend them with conventional teaching-learning strategies at different time points and evaluate the perception of students toward them in addition to their performance.…”

A Review of Use of eLearning in Pharmacology

“…The cases were subjected to multi-step peer review and published on the open-access internet platform. Gaikwad et al evaluated the effectiveness and acceptability of an interactive eLearning module in endocrine pharmacology among second year medical students [18]. Pre and post test scores showed that the intervention was moderately effective although there was also a high attrition rate.…”

“…2. Students perceive eLearning systems easy to use and many interlinked subject matter can be presented and learnt in a comprehensive manner [7,15,18]. 3. eLearning contents can be accessed or provided to users on an as and when required basis [15].…”

“…4. Lack of adequate infrastructure for delivery of eLearning content, particularly web based contents which require adequate internet connectivity and hardware could be a limiting factor in some areas [18]. 5.…”