Abstract:In this paper, we describe how an e-learning resource on Attention Deficit Hyperactivity Disorder (ADHD) for medical students was designed and developed. The aim of the resource was to provide students with essential knowledge and understanding about ADHD prior to their attendance at a classroom teaching session as well as to serve as a revision tool. The paper focuses on the way in which instructional design, educational and multimedia principles were used to inform the development of the resource. It also re… Show more
“…This study has demonstrated that a novel e-learning package can successfully be used to teach DRM to UG medical students. Previous studies have been shown that e-learning can be as effective as F2F teaching when it comes to understanding knowledge aspects such as simple recall and comprehension ( 23 – 26 ). In contrast to the higher levels of learning outline in the Bloom's taxonomy, such as analysis, application, synthesis, and assessment, recall, and comprehension levels of learning are particularly well-served by e-learning.…”
Introduction: Teaching disaster response medicine (DRM) to medical students requires considerable resources. We evaluate the effectiveness of e-learning in teaching emergency disaster response (ELITE-DR), a novel initiative, in educating medical students of the cognitive aspect of DRM.Methods: A prospective cross-sectional study among pre-clinical year medical students was carried out to determine their knowledge on DRM and perception regarding the ELITE-DR initiative using a validated online questionnaire. A three-part self-learning video covering the principles and medical management of DRM were distributed before answering the questionnaire served as the training.Results: A total of 168 students participated in the study. Their overall knowledge showed a significant increase in between pre-and-post-interventions. Recall and simple decision-making knowledge aspects were better than complex decision-making knowledge. It appeared that participants assimilate knowledge better from visual rather than audio stimuli. Participants with high perception-scores demonstrated better knowledge-scores. However, e-learning was not preferred as a substitute for face-to-face (F2F) teaching.Conclusion: ELITE-DR shows promise in teaching DRM. Simple recall and comprehension levels of knowledge were well-served through this technique. However, for more complex decision-making knowledge, a different approach might be required. ELITE-DR offers flexibility, accessibility, and personalized learning. The content presentation is improved by using several different visual stimuli. This approach is useful for cognitive aspect learning, but it should not replace standard F2F teaching.
“…This study has demonstrated that a novel e-learning package can successfully be used to teach DRM to UG medical students. Previous studies have been shown that e-learning can be as effective as F2F teaching when it comes to understanding knowledge aspects such as simple recall and comprehension ( 23 – 26 ). In contrast to the higher levels of learning outline in the Bloom's taxonomy, such as analysis, application, synthesis, and assessment, recall, and comprehension levels of learning are particularly well-served by e-learning.…”
Introduction: Teaching disaster response medicine (DRM) to medical students requires considerable resources. We evaluate the effectiveness of e-learning in teaching emergency disaster response (ELITE-DR), a novel initiative, in educating medical students of the cognitive aspect of DRM.Methods: A prospective cross-sectional study among pre-clinical year medical students was carried out to determine their knowledge on DRM and perception regarding the ELITE-DR initiative using a validated online questionnaire. A three-part self-learning video covering the principles and medical management of DRM were distributed before answering the questionnaire served as the training.Results: A total of 168 students participated in the study. Their overall knowledge showed a significant increase in between pre-and-post-interventions. Recall and simple decision-making knowledge aspects were better than complex decision-making knowledge. It appeared that participants assimilate knowledge better from visual rather than audio stimuli. Participants with high perception-scores demonstrated better knowledge-scores. However, e-learning was not preferred as a substitute for face-to-face (F2F) teaching.Conclusion: ELITE-DR shows promise in teaching DRM. Simple recall and comprehension levels of knowledge were well-served through this technique. However, for more complex decision-making knowledge, a different approach might be required. ELITE-DR offers flexibility, accessibility, and personalized learning. The content presentation is improved by using several different visual stimuli. This approach is useful for cognitive aspect learning, but it should not replace standard F2F teaching.
“…There is instant feedback throughout the learning activities to help raise student’s confidence, motivation and allow them to monitor their progress. 8 The e-learning resource was completed with further reading for the learner that would assist in consolidating their knowledge gained. Figure 7 Quiz slide.…”
Section: Methods – Putting Theory Into Practicementioning
confidence: 99%
“… 42 It must be noted, however, that this paper reports preliminary evaluation, and although positive, a more comprehensive evaluation is recommended to ascertain the impact and value of the tool. 8 , 43 This could be expanded for example, by examining further and in-depth the long-term impact, change in behaviour and confidence in medical students with regards to chest x-rays and attitudes towards the topic.…”
Section: Conclusion and Future Implicationsmentioning
confidence: 99%
“…It was thought that this could be used as a standalone e-learning resource or in conjunction with other teaching methods for medical students on how to interpret chest x-rays. 8 …”
Section: Introductionmentioning
confidence: 99%
“… 11 This can sometimes be challenging, especially to those new to creating e-learning resources. 8 Therefore, in this paper, we will explain how instructional design, educational and multimedia principles were used in the design and development of an e-learning resource on how to interpret chest x-rays for medical students. The online resource can be accessed at https://xerte.cardiff.ac.uk/play_11168 .…”
Introduction
The teaching of radiology to medical students has often been criticised for being inadequate and unstructured, with students reporting lack of confidence in assessing x-rays. In this paper, we describe how an e-learning resource, on how to interpret a chest x-ray for medical students, was designed and developed. The aim of the resource was to provide medical students with knowledge of how to interpret a chest x-ray in a systematic approach.
Methods
The technology used to design the e-learning resource was Xerte Online Toolkits. The design and development of the e-learning resource was based upon andragogical principles and followed Overbaugh’s guidelines and Mayer’s 12 multimedia principles. An instructional design model called ADDIE was used to help develop the resource and its content. These included cases of common conditions, a quiz and summary table at the end. The paper focuses mainly on the way in which instructional design, education and multimedia principles were used to inform the development of the resource.
Findings
A preliminary evaluation was completed by 18 medical students from year 3–5 who completed the e-learning resource. The feedback was positive with an average rating of 9/10 and 100% of students saying they would recommend the resource to a colleague. Students commented that they liked the resource as it was easy to navigate, had good visual learning and contained good explanations with relevant content.
Conclusion and Future Implications
This paper demonstrates how, with the use of instructional models, educational theories and principles, an e-learning resource can be created. Preliminary evaluation showed that students were satisfied with the resource and felt it helped them acquire knowledge on how to interpret chest x-rays. This resource can be further utilized either as a standalone resource or before starting clinical placements and may prove particularly useful in the current and challenging learning environment where there is an increased need for digital resources.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
