Advances in e-learning in undergraduate clinical medicine: a systematic review

Delungahawatta, T.; Dunne, Suzanne S.; Hyde, Simon; Halpenny, L.; McGrath, Denise; O’Regan, Andrew; Dunne, Colum P.

doi:10.1186/s12909-022-03773-1

Cited by 33 publications

(12 citation statements)

References 95 publications

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“…Medical students like the interactive aspect of e-learning and the convenience and flexibility that it provides [ 22 ]. The attributes of asynchronous and interactive e-learning contribute to successful educational experiences for medical students [ 23 ]. In our study, these attributes were also appreciated by trainees at the resident and fellow level.…”

Section: Discussionmentioning

confidence: 99%

Assessing trainee critical thinking skills using a novel interactive online learning tool

Jantausch

Bost

Bhansali

et al. 2023

Medical Education Online

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Background Critical thinking is essential for the accurate diagnosis and management of patients. It is correlated with academic success. Objective Our objective was to design a novel tool for interactive online learning to improve knowledge and to assess trainees’ critical thinking skills using the framework of the American Philosophical Association (APA). Methods Residents, fellows and students participated in an online, self-directed case-based vignette activity to learn malaria diagnosis and management. Pre and post-tests with multiple choice and open-ended case-based questions assessed knowledge and critical thinking. Comparison between pre and post-test scores across subgroups were performed using paired t-tests or one-way ANOVA. Results Between 4 April 2017 to 14 July 2019, 62 of 75 (82%) eligible subjects completed both the pre and the post-test. Improved post-test scores occurred in 90% of medical students, p=0.001, 77% of residents, p<0.001, 60% of fellows, p=0.72 and 75% of trainees overall, p=<0.001. Fellows had higher pre-test scores than students or residents but there was no difference by level of training on the post-test. Conclusions This interactive online learning activity effectively imparted medical knowledge and improved trainee responses to questions requiring critical thinking. To our knowledge, this is the first time the APA’s critical thinking framework has been incorporated into interactive online learning and assessment of critical thinking skills in medical trainees. We applied this innovation specifically in global health education, but there is obvious potential to expand it to a wide variety of areas of clinical training.

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Section: Discussionmentioning

confidence: 99%

Assessing trainee critical thinking skills using a novel interactive online learning tool

Jantausch

Bost

Bhansali

et al. 2023

Medical Education Online

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“…The medical curriculum is evolving consistently to accommodate rapid changes in the technologically-adepted world. During the COVID-19 pandemic, the use of e-learning has increased significantly with students 'receptive attitudes to interaction and high motivation for digital skills (Delungahawatta et al, 2022). The online platform is a creditable educational tool for undergraduate clinical medicine, and further exploration of the risks and benefits of technology-enhanced learning is warranted (Delungahawatta et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective

Oo¹,

Schofield²,

Aung³

et al. 2022

IJLTER

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The role of mobile technology has become an integral part of daily activity among today’s society, including medical schools and hospitals. This study aimed to establish a mobile-learning platform for providing high-quality clinical teaching in undergraduate medical education. It was a mixed-methods design of quantitative survey and qualitative focus-group discussions to analyse the learners' view for acceptance of technology-integrated learning in clinical teaching at Universiti Sultan Zainal Abidin. Forty-two undergraduate medical students from years 3 and 5 participated in this study. The vast majority found that a mobile-learning platform was a helpful medium for the integration of leaning resources and collaboration with other health-care professionals in a clinical setting (p<0.001). They generally agreed that there is an improvement in clinical competence, confidence in clinical reasoning and focusing on the discussion by providing constructive feedback (p<0.001). The qualitative focused group discussion’s findings indicated that most of the participants expressed their satisfaction with improving their intellectual skills and their anticipation of achieving strategic learning via integrated bedside teaching with mobile-group discussions. Overall, the participants accepted that a mobile-learning platform integrated bedside teaching is a constructive, productive approach for enhancing and facilitating their learning in a clinical setting. This study offered a unique insight into learners’ perceptions of benefits and the limitation of technology-enhanced learning in undergraduate medical training. The essential attributes of mobile technology are crucial for technology integration in high-quality clinical teaching.

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“…41,42 The COVID-19 pandemic saw an increased emphasis on distance or virtual learning, often termed e-learning. 43 However, a recent survey of e-learning practices in transfusion highlighted continued uncertainty about its effectiveness. 44 The main message appears to be one of caution that a single educational approach will be effective in delivering the desired change in practice and that it should form part of a wider implementation strategy, as described in a Cochrane review of audit and feedback.…”

Section: Th E Str E Ngths a N D Li M Itations Of I N Terv E N Tions T...mentioning

confidence: 99%

Harnessing the potential of data‐driven strategies to optimise transfusion practice

Evans,

Murphy,

Foy

et al. 2023

Br J Haematol

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SummaryNo one doubts the significant variation in the practice of transfusion medicine. Common examples are the variability in transfusion thresholds and the use of tranexamic acid for surgery with likely high blood loss despite evidence‐based standards. There is a long history of applying different strategies to address this variation, including education, clinical guidelines, audit and feedback, but the effectiveness and cost‐effectiveness of these initiatives remains unclear. Advances in computerised decision support systems and the application of novel electronic capabilities offer alternative approaches to improving transfusion practice. In England, the National Institute for Health and Care Research funded a Blood and Transplant Research Unit (BTRU) programme focussing on ‘A data‐enabled programme of research to improve transfusion practices’. The overarching aim of the BTRU is to accelerate the development of data‐driven methods to optimise the use of blood and transfusion alternatives, and to integrate them within routine practice to improve patient outcomes. One particular area of focus is implementation science to address variation in practice.

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Advances in e-learning in undergraduate clinical medicine: a systematic review

Cited by 33 publications

References 95 publications

Assessing trainee critical thinking skills using a novel interactive online learning tool

Assessing trainee critical thinking skills using a novel interactive online learning tool

Integrating a Mobile-Learning Platform for Enhancing Clinical Teaching: The Learners’ Perspective

Harnessing the potential of data‐driven strategies to optimise transfusion practice

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