Developing and evaluating an e-learning package for medical students on genocide and public health

Abstract

Objective: This paper describes the development and evaluation of an e-learning package on the topic of genocide and public health aimed at undergraduate medical students. Methods: An e-learning package was designed based on pedagogical principles and was evaluated in a sample of second-year medical students. Students were asked to rate the usability of the e-learning package (design, interactivity, pace, suitability as a learning mode for the topic). The effectiveness of the e-learning package in relation to achieving learning outcomes was tested via baseline and postlearning activity questionnaires. Results: Out of 253 second-year medical students, 96(38%) participated in the evaluation of which 45% gave a score of 9 out of 10 for the e-learning package design, 97% preferred it as a learning mode over traditional lecture based teaching and 95% agreed that the package increased understanding of the topic. Immediately following the learning activity 93.75% of second-years agreed that genocide was a public health issue as opposed to 23.96% at baseline. 96% agreed that health professionals had a role in genocide prevention but only 32% agreed that they had a personal role in genocide prevention. Conclusions:The evaluation of the e-learning package suggested that learners found it well-designed and a preferred learning mode as compared to traditional lecture based teaching. There was some evidence of positive changes in knowledge and attitudes relating to genocide prevention and the role of public health immediately following the learning activity.

Global e-Learning in Early Nutrition and Lifestyle for International Healthcare Professionals: Design and Evaluation of the Early Nutrition Specialist Programme (ENS)

“…Questions were designed to evaluate learners' selfperception of learning gains, their satisfaction with the time investment, as well as their affective state after completing the course. A range of question formats and different scaling were utilised to avoid the risk of mechanistic responses [15], including questions with free text answers to gain a further insight into the users' experiences. The evaluation questions are shared in Appendix A, Table A1.…”

Screens or MP4s: Acquiring Clinical Competencies Through the Use of e-OSPEs in Occupational Therapy

“…The participants were informed of the evaluation process during the orientation session. After the pilot, a semi-structured post-learning survey questionnaire (Awad, Venkatesan, Roberts, Keating, & Myles, 2013) was used to gather the students' views on the usefulness of e-OSPEs as a tool for gaining the skills and knowledge that contribute to acquiring identified clinical competencies. Although the results presented are not an evaluation of the quality of the competencies, the survey yielded information on the students' perceptions of the usefulness of e-OSPEs during the process of acquiring such competencies.…”