Need Based Role of E-Learning in Current Medical Education Environment: Skepticism to Acceptability

Abstract

E-learning has taken centre stage during this period of social distancing and lockdowns, in the current pandemic, by enabling education to continue. There are perceptibly no limitations to the utility of e-learning tools in the cognitive domain of learning. It complements traditional learning in other domains, namely, psychomotor, affective and communication skill, fairly well. Not only does it ease learning in terms of availability and accessibility, but with the options of asynchronous learning and personalisation of content, it also empowers learners with more autonomy. Despite the limitation of lack of ‘hands-on’ training and experience with e-learning, it has been accepted quite well, although initially both teachers and learners had been skeptical about its applicability and quality. In the ongoing pandemic period, e-learning may assume a bigger role as blended learning in medical education. While this transition may be smooth for the better resourced nations who already have the required infrastructure and resources ready, the resource limited nations may first have to develop the same before being able to implement it. Ensuring the availability of cheap and high-speed internet, computers in various forms (desktops, laptops, tablets and smartphones) within reach of every learner, will enable them to go online.

Ruh Sağliği Ve Hastaliklari Hemşi̇reli̇ği̇ Dersi̇ni̇ Yüz Yüze Ve Uzaktan Eği̇ti̇mle Alan Öğrenci̇leri̇n Dersi̇n Kazanimlari Ve Psi̇ki̇yatri̇ Hemşi̇reli̇ği̇ni̇ Algilama Açisindan Karşilaştirilmasi

“…Uluslararası literatürde yer alan çalışmalar, klinik ortamda eğitim alamamaktan kaynaklanan eksikliklerin simülasyon laboratuvarlarının geliştirilmesi, tele sağlık ve tele tıp uygulamalarının kullanılması ile kazandırılabileceğini belirtmektedir. Bu uygulamalar ile öğrencilerin iletişim becerisi, problem saptama, vaka analizi gibi yetkinlikleri geliştirebileceği ifade edilmektedir (13,(15)(16)(17). Ülkemizde de Hemşirelik Eğitimi Derneği (HEMED), Yüksek Öğretim Kurumu (YÖK), Hemşirelik Fakülteleri Dekanlar Konseyi (HEMDEK), hemşirelik eğitimi veren fakülte ve yüksekokullarla iş birliği içinde hemşirelik eğitiminin etkin sürdürülmesini sağlamaya çalışmıştır.…”