“…Literature search has demonstrated that researchers have used various forms of E-learning tools such as streaming video, multimedia, and web-based interactive modules. [10][11][12] In pharmacology too, researchers have used E-learning tools to improve prescribing skills, delivering concepts in clinical pharmacology and therapeutics. [13,14] In our study, out of the three ELMs considered, models 1 and 2 represent two different approaches to the blended learning technology since they utilize traditional didactic teaching supplemented with internet resources.…”
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.
“…Literature search has demonstrated that researchers have used various forms of E-learning tools such as streaming video, multimedia, and web-based interactive modules. [10][11][12] In pharmacology too, researchers have used E-learning tools to improve prescribing skills, delivering concepts in clinical pharmacology and therapeutics. [13,14] In our study, out of the three ELMs considered, models 1 and 2 represent two different approaches to the blended learning technology since they utilize traditional didactic teaching supplemented with internet resources.…”
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.
“…According to the Institute of Medicine (IOM), adoption of e-learning models is critical to actualizing the ‘Learning Health System’ of the future [9,10]. While existing literature offers advice on supplementing existing coursework with internet technologies [11], creating fully online healthcare-related courses for senior medical students [1], and evaluating the online portion of a blended pharmacist continuing medical education course [3], little guidance is actually provided on designing a fully online program of study in medical or health professions education. Yet, these professions can benefit from educational scholarship on the design of distance education.Figure 1.Example of initial course sequence for 7-week intensive curricula.
…”
Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professionsʼ programs contemplating similar transitions.
Abbreviations: CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters
“…Information technology can meet today's medical students' learning needs by providing multiple curriculum delivery methods [25]. Video, in particular, has been used effectively in many facets of face-to-face medical education and at a distance [11].…”
Section: Introductionmentioning
confidence: 99%
“…Videos can assist learners in understanding complex events and sequences at the cellular and molecular levels [15], and has long been used in surgical education in particular to learn new techniques [17,19,29]. Studies on the effectiveness of video lectures in medical education have shown an improvement in grades and greater satisfaction with teaching and learning [25,30].…”
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