Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning

Abstract

Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as "e-learning" have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today's student's expectations and that introducing this system seems justified from this perspective.

The Flipped Classroom Improved Medical Student Performance and Satisfaction in a Pre-clinical Physiology Course

“…These results suggest that the flipped classroom is a viable option for pre-clinical medical education. Thus, these results are in line with other studies that have reported favorable outcomes in student performance and satisfaction using other methods that also utilize a flipped classroom approach, such as TBL, PBL, and e-learning [18,[28][29][30][31][32]. Thus, our study reinforces these earlier studies that demonstrated that the flipped classroom-like approaches work well in pre-clinical medical education.…”

“…Some articles have suggested that online videos resembling the Khan Academy model could be used as a way for students to learn the information [10], but there are other applications of technology that could also prove beneficial such as online textbooks or interactive modules [18,19]. In-class active learning experiences could take many forms including case method teaching [20], simulation [21,22], peer instruction or think-pair-share questions [23,24], audience response questions [25], collaborative learning [26], or in-class patient presentations.…”

Introducing E-learning in Epidemiology Course for Undergraduate Medical Students at the Faculty of Medicine, University of Belgrade: A Pilot Study

“…Again, another important aspect attributed to obstacles in adopting basic epidemiological principles is the Bpopulation-level thinking^ [13], contrary to patient-oriented medicine, which seems to represent the greatest barrier in comprehension of study material. Additionally, some authors have reported that after introduction of e-learning courses participants do not demonstrate significant improvement in knowledge compared to classical teaching methods [2,14]. In this respect, students' perception of being prepared for oral exam as well as the final grade they received after the exam could be considered as proxy for knowledge gain.…”

“…It has been suggested that key features of e-learning include self-directed learning, flexibility and daily availability for learners and collaboration within the learning community to ensure further professional development [1]. The concept of e-learning was already adopted by numerious academic institutions, offering various courses both at preclinical and clincial levels [2][3][4][5]. Also, a recent expansion of online courses in epidemiology and public health has allowed that these scientific disciplines become available to broader public.…”

E-Learning Programs in Oncology: A Nationwide Experience From 2005 to 2014

“…First, when the E-programs were initiated 2003-2005, conventional learning methods, were still considered "the gold standard", at least across the targeted professions and the age groups, and therefore a noticeable demand for physical meeting existed. Second, although the general acceptance of E-learning methods has increased dramatically during the last decades [13], it has been our experience that the physical gatherings are still justified since the trainees' active learning process is stimulated. Third, needless to say, it consolidates the social networking, important since trainees often may live at considerable distance, sometimes up to thousand miles from each other.…”