Medical education in Korea: The e-learning consortium

Kim, Kyong‐Jee; Han, Joungho; Park, Ie Byung; Kee, Changwon

doi:10.1080/01421590902744902

Cited by 15 publications

(12 citation statements)

References 10 publications

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“…These video clips are streamed live. More detailed information about e-MedEdu is provided elsewhere [18]. This e-learning portal has also been available in mobile applications on both Android and iPhone platforms since Spring, 2011.…”

Section: Introductionmentioning

confidence: 99%

Use of online clinical videos for clinical skills training for medical students: benefits and challenges

2014

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BackgroundMultimedia learning has been shown effective in clinical skills training. Yet, use of technology presents both opportunities and challenges to learners. The present study investigated student use and perceptions of online clinical videos for learning clinical skills and in preparing for OSCE (Objective Structured Clinical Examination). This study aims to inform us how to make more effective us of these resources.MethodsA mixed-methods study was conducted for this study. A 30-items questionnaire was administered to investigate student use and perceptions of OSCE videos. Year 3 and 4 students from 34 Korean medical schools who had access to OSCE videos participated in the online survey. Additionally, a semi-structured interview of a group of Year 3 medical students was conducted for an in-depth understanding of student experience with OSCE videos.Results411 students from 31 medical schools returned the questionnaires; a majority of them found OSCE videos effective for their learning of clinical skills and in preparing for OSCE. The number of OSCE videos that the students viewed was moderately associated with their self-efficacy and preparedness for OSCE (p < 0.05). One-thirds of those surveyed accessed the video clips using mobile devices; they agreed more with the statement that it was convenient to access the video clips than their peers who accessed the videos using computers (p < 0.05). Still, students reported lack of integration into the curriculum and lack of interaction as barriers to more effective use of OSCE videos.ConclusionsThe present study confirms the overall positive impact of OSCE videos on student learning of clinical skills. Having faculty integrate these learning resources into their teaching, integrating interactive tools into this e-learning environment to foster interactions, and using mobile devices for convenient access are recommended to help students make more effective use of these resources.

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Section: Introductionmentioning

confidence: 99%

Use of online clinical videos for clinical skills training for medical students: benefits and challenges

2014

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“…The effectiveness of Internet-based education methods has been demonstrated in meta-analyses and systematic reviews [6,7] - it is more effective than no teaching and it is equivalent to traditional teaching formats. It is argued that Internet-based training should be widely adopted in order to facilitate health education for equipping the healthcare workforce because it is very well suited for satisfying an extensive range of training needs and for transcending space and time zone [8]. Choules [9] declared that integrating information technologies into health education will relieve the problems mentioned above and will greatly benefit the community of teachers, learners and education institutions.…”

Section: Introductionmentioning

confidence: 99%

Internet-based health education in China: a content analysis of websites

Peng

Atkins

et al. 2014

BMC Med Educ

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BackgroundThe Internet is increasingly being applied in health education worldwide; however there is little knowledge of its use in Chinese higher education institutions. The present study provides the first review and highlights the deficiencies and required future advances in Chinese Internet-based health education.MethodsTwo authors independently conducted a duplicate Internet search in order to identify information regarding Internet-based health education in China.ResultsThe findings showed that Internet-based education began in China in September 1998. Currently, only 16 of 150 (10.7%) health education institutions in China offer fee-based online undergraduate degree courses, awarding associates and/or bachelors degrees. Fifteen of the 16 institutions were located in the middle or on the eastern coast of China, where were more developed than other regions. Nursing was the most popular discipline in Internet-based health education, while some other disciplines, such as preventive medicine, were only offered at one university. Besides degree education, Chinese institutions also offered non-degree online training and free resources. The content was mainly presented in the form of PowerPoint slides or videos for self-learning. Very little online interactive mentoring was offered with any of the courses.ConclusionsThere is considerable potential for the further development of Internet-based health education in China. These developments should include a focus on strengthening cooperation among higher education institutions in order to develop balanced online health curricula, and on enhancing distance education in low- and middle-income regions to meet extensive learning demands.

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“…Furthermore, computer literacy among teaching staff is generally low, and there are few support staff in dentistry education. Therefore, a great burden is often placed on specific individuals 2,3,5) . We believe that the ELS at Tokyo Dental College will become even more useful as the contents are expanded.…”

Section: Resultsmentioning

confidence: 99%

Development and Status of e-Learning Program at Tokyo Dental College

Murakami

Kawada

2010

Bull. Tokyo Dent. Coll.

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This article reports the development and current status of an e-Learning system (hereafter, referred to as "ELS") at Tokyo Dental College. The ELS was developed to promote self-study. In order to achieve this, all new students were encouraged to use a notebook PC, and an intramural IT environment providing full, wireless LAN Web access was established. One key aspect of the ELS is the inclusion of a series of organically integrated lectures. This system represents a new departure in the development of fully technology-integrated dental education, providing a program which allows the student to select "unified themes" which incorporate those tackled in the standard curriculum as "systematic subjects". Integrated learning is further enhanced, as the system contains "topic spaces" which allow access to all related topics and information throughout the entire system in order to support cross-sectional learning by each student. The system was developed based on the following 2 criteria: 1) there must be relevance to the standard syllabus; and 2) the contents must be relevant to problem-based training. The results have indicated that the ELS is effective and helpful to the students, and there are plans to expand the contents of the system. Further refinements of the system should make it even easier to use for both students and teachers.

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Medical education in Korea: The e-learning consortium

Cited by 15 publications

References 10 publications

Use of online clinical videos for clinical skills training for medical students: benefits and challenges

Use of online clinical videos for clinical skills training for medical students: benefits and challenges

Internet-based health education in China: a content analysis of websites

Development and Status of e-Learning Program at Tokyo Dental College

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