E-Learning in Teaching Emergency Disaster Response Among Undergraduate Medical Students in Malaysia

Saiboon, Ismail Mohd; Zahari, Fareena; Isa, Hisham M; Sabardin, Dazlin Masdiana; Robertson, Colin E.

doi:10.3389/fpubh.2021.628178

Cited by 12 publications

(11 citation statements)

References 32 publications

(25 reference statements)

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“…Most of the studies (n = 3) were published in 2020 and 2021. One article reported on an undergraduate nursing programme [ 18 ], while the other three journals reported on an undergraduate medical programme [ 19 ]. Only two studies mentioned using models to underpin their evaluation processes, namely, the SWOT analysis [ 20 ], the Kirk Patrick model [ 33 ] and the force field analysis [ 21 ].…”

Section: Resultsmentioning

confidence: 99%

“…Raghuveer and Nirgude [22] reported that educators must be proficient and competent in facilitating e-learning. Authors of all included studies evaluated the online teaching and delivery skills of educators [18][19][20][21][22][23]. Moreover, the requirement of educators related to e-learning, including their perception and attitude, was included as part of needs assessments.…”

Section: Plos Onementioning

confidence: 99%

“…Studies included in this review reported a wide array of standards and indicators of quality within undergraduate e-learning programmes in the health professions [18][19][20][21]23]. However, none of the included articles described evaluation standards related to teaching and learning of clinical skills within undergraduate e-learning programmes in the health professions.…”

Section: Plos Onementioning

confidence: 99%

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Undergraduate e-learning programmes in health professions: An integrative review of evaluation standards in low- and middle-income countries

Mutua

Nyoni²

2023

PLoS ONE

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Background Before the Coronavirus COVID-19, universities offered blended learning as a mode of study. However, with the closure of all educational institutions, after the pandemic, most of these institutions were required to transition to e-learning to support continuous student learning. This transition was challenging to most institutions, as there were no standards to ensure the quality of e-learning. During this literature review, the researcher aimed to explore relevant literature and provide insight into the standards for undergraduate e-learning programmes in the health professions. Design An integrative review of literature. Data sources Online databases MEDLINE, CINAHL with full text, Academic search ultimate, APA PsycInfo, ERIC, Health Source: Nursing/academic edition, CAB abstracts, Africa-wide information, Sociology source ultimate, and Communication and Mass media complete were searched. Materials and methods Studies pertaining to low- and middle-income countries (LMICs) on standards in evaluating undergraduate e-learning programmes in health professions, published between January 2010 to June 2022, were considered. A two-step process was followed involving three reviewers and guided by an inclusion criteria focused on the evaluation of undergraduate e-learning programmes in the health professions. The initial hit produced 610 articles altogether, and eight articles that met the inclusion criteria were included in the study. Data was then extracted and analysed, and key themes were identified. Results Eight Key themes related to LMIC standards emerged from the eight selected articles: curriculum planning, proficiency of educators, learner proficiency and attitude, infrastructure for learning, support and evaluation. Conclusion In this review, we synthesised standards that have been used for evaluating undergraduate e-learning programmes in health professions in LMICs. A gap in standards related to clinical teaching and learning in undergraduate e-learning programmes in the health professions was evident from all the included articles. The identification of the eight unique LMIC standards in this review could contribute to guiding towards contextually appropriate quality e-learning programmes in the health professions.

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Section: Resultsmentioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

See 1 more Smart Citation

Undergraduate e-learning programmes in health professions: An integrative review of evaluation standards in low- and middle-income countries

Mutua

Nyoni²

2023

PLoS ONE

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“…15 There are 67 universities in Malaysia, including both public and private; only a few offer DM training for undergraduates, and none offer any certification. 16,17 As a result, research in this field is limited, as evidenced by the 154 journals linked to DM that were discovered after a 30-year search of five journal databases (from 1991 through 2021). Chih-Hao Lin has published similar findings in regard to Taiwanese researchers.…”

Section: Discussionmentioning

confidence: 99%

Malaysian Disaster Medicine Research: A Bibliographic Study of Publication Trends

Adnan

Hart

Hertelendy

et al. 2022

Prehosp. Disaster med.

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Introduction: Despite the increasing risks and complexity of disasters, education for Malaysian health care providers in this domain is limited. This study aims to assess scholarly publications by Malaysian scholars on Disaster Medicine (DM)-related topics. Methodology: An electronic search of five selected journals from 1991 through 2021 utilizing multiple keywords relevant to DM was conducted for review and analysis. Results: A total of 154 articles were included for analysis. The mean number of publications per year from 1991 through 2021 was 5.1 publications. Short reports were the most common research type (53.2%), followed by original research (32.4%) and case reports (12.3%). Mean citations among the included articles were 12.4 citations. Most author collaborations were within the same agency or institution, and there was no correlation between the type of collaboration and the number of citations (P = .942). While a few clusters of scholars could build a strong network across institutions, most research currently conducted in DM was within small, isolated clusters. Conclusion: Disaster Medicine in Malaysia is a growing medical subspecialty with a significant recent surge in research activity, likely due to the SARS-CoV-2/coronavirus disease 2019 (COVID-19) global pandemic. Since most publications in DM have been on infectious diseases, the need to expand DM-related research on other topics is essential.

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“…The COVID-19 outbreak has disrupted the offline face-toface teaching model, and when all students must leave the classroom to prevent gathering and spreading the virus, online learning may be the only solution [as shown in references (13)(14)(15)(16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)]. In recent years, many universities have begun to promote online teaching models [as shown in references (33)(34)(35)].…”

Section: Introductionmentioning

confidence: 99%

Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China

Peng

Wang

2022

Front. Public Health

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BackgroundWith the development of the COVID-19 pandemic, the importance of online teaching is becoming more and more prominent, especially for the basic advanced mathematics majoring in bio-pharmaceutical in colleges. However, the only online teaching model loses efficiency when facing the undergraduates in application-oriented universities.PurposeHow to improve the teaching quality of advanced mathematics has always been a concern because the mathematical abilities of students in application-oriented universities are not ideal. In this article, we develop a blending online-offline teaching model that combined online teaching and offline outcome-based education (OBE), as an alternative to traditional offline education.MethodologyThe comparative analysis experiment is carried out to the two classes of undergraduates. The control group and the experimental group are, respectively, the 2020 class students and the 2021 class students majoring in bio-pharmaceutical. The experimental group students receive the combined teaching method, while the control group students receive the traditional offline education.Results(1) From the comparative analysis, we can find that the students under the online-offline teaching model are more differentiated than those under the traditional offline education model. (2) The online-offline teaching model equipped with “case study + knowledge point + applications” process has achieved a good teaching effect in the author's university.ConclusionThe proposed teaching model can well stimulate students' interest in advanced mathematics learning and resonate with students through actual cases, thereby arousing students' autonomous learning drive and allowing them to apply what they have learned to professional fields.

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E-Learning in Teaching Emergency Disaster Response Among Undergraduate Medical Students in Malaysia

Cited by 12 publications

References 32 publications

Undergraduate e-learning programmes in health professions: An integrative review of evaluation standards in low- and middle-income countries

Undergraduate e-learning programmes in health professions: An integrative review of evaluation standards in low- and middle-income countries

Malaysian Disaster Medicine Research: A Bibliographic Study of Publication Trends

Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China

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