Application of new technologies to the teaching of surgery in the school of medicine

Ureña, Miguel Ángel García; Gómez, Luis Miguel Marín; Ruı́z, Vicente Vega; Godoy, Antonio Díaz

doi:10.1016/s2173-5077(09)70131-0

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…Many educators are presently experimenting with innovative ways of using Moodle either for delivering fully online courses or as a supplement to their face-to-face teaching in a variety of university courses. In terms of undergraduate medical education, several studies have reported on the use of Moodle in the teaching of pharmacology (2,28), surgery (14), radiology (32), dermatology (24), emergency medicine (31), and some firstand second-year elective subjects (7,21). These reports suggested that the implementation of Moodle was generally well accepted by the students as a supplement to traditional methods of teaching and has made an effective contribution to the teaching and learning process, including an improvement in student grades (7).…”

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Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study

Seluakumaran

Jusof

Ismail

et al. 2011

Advances in Physiology Education

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Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum.

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confidence: 99%

Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study

Seluakumaran

Jusof

Ismail

et al. 2011

Advances in Physiology Education

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“…Za pomocą narzędzi Moodle TM utworzono około 7,5 miliona kursów, które obejmują swoim zasięgiem 68 milionów uczniów/studentów. Wśród tej dużej liczby dostępnych e-kursów odnaleźć można te, które mają zastosowanie w kształceniu z zakresu nauk medycznych: farmakologii [8], chirurgii [9], radiologii [10], czy dermatologii [11]. Moodle TM zawdzięcza swą popularność m.in.…”

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A comparative analysis of the progress of e-learning education of nursing students in the field of Reliability in scientific research. E-learning education

et al. 2015

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Aim. A comparative analysis of two methods of organising e-courses designed for students of nursing and conducted throughout 2012/13 and 2013/14 at the Medical University of Warsaw (MUW) within the framework of education in “Reliability in scientific research”. Material and Methodology. A group of 285 students of the 1st degree course at the Nursing Faculty, including 141 subjects from the academic year 2012/13 and 144 from 2013/14. Data from reliability reports were analysed comparatively as well as the scored results that represented the assessment results for the solved tasks prepared in the form of Short Answer Questions (SAQs) or tests generated automatically (Multiple-Choice Questions, MCQs). Results. Students who passed the e-course in SAQ format, spent a considerable longer amount of time on the MoodleTM platform (229.1 ± 122.23 minutes, academic year of 2012/13) than the students who passed the e-course taking MCQs (175.3 ± 93.38 minutes, academic year 2013/14) (U Mann-Whitney test = 7298.0, P = 0.0002). Moreover, the activities of students in consecutive months of the academic year 2012/13 were similar to the activities of the academic year 2013/14. Reliability evaluation of the pool of test questions points to a high degree of internal consistency of the exam set (α-Cronbach = 0.93, standard error = 0.12). Conclusion. Applying an MCQ e-test ensured a reliable evaluation of the students’ progress. The final MCQ type of the test with the set time limit increases the reliability of educational measurement. Regardless of the applied system of organising e-courses, lack of systematic work on part of the students presented the greatest problem throughout the whole term.

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Application of new technologies to the teaching of surgery in the school of medicine

Cited by 2 publications

References 8 publications

Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study

Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study

A comparative analysis of the progress of e-learning education of nursing students in the field of Reliability in scientific research. E-learning education

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