Preparedness of medical students towards e-learning conducted during COVID-19 lockdown: A cross-sectional descriptive study

Chakraborty, Montosh; Reddy, Y Anil Kumar; Ghoshal, Joy A; Amudharaj, D; Tripathi, Mukesh

doi:10.4103/jehp.jehp_1125_20

Cited by 2 publications

(2 citation statements)

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“…Use of the KAP and FBQ aligned with determination of key attitudes that define readiness for e-learning in the literature. Organizational readiness refers to mental and physical preparation by the institution itself while readiness for e-learning among the medical students is based on the identification of predictors and barriers to e-learning [37][38][39]. Models of e-learning readiness in the literature identify two sets of variables: e-learning readiness variables (material and technological readiness, attitudinal readiness, mental health readiness, culture readiness) and inferential e-learning readiness [38,39].…”

Section: Plos Onementioning

confidence: 99%

“…Organizational readiness refers to mental and physical preparation by the institution itself while readiness for e-learning among the medical students is based on the identification of predictors and barriers to e-learning [37][38][39]. Models of e-learning readiness in the literature identify two sets of variables: e-learning readiness variables (material and technological readiness, attitudinal readiness, mental health readiness, culture readiness) and inferential e-learning readiness [38,39]. The findings from this study aligned with the e-learning readiness variables of material and technological readiness and attitudinal readiness, and inferential e-learning readiness.…”

Section: Plos Onementioning

confidence: 99%

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E-learning and E-modules in medical education—A SOAR analysis using perception of undergraduate students

et al. 2023

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Background Application of e-learning and e-modules in medical education has been shown to have a positive impact on learning outcomes among all types of learners, across diverse educational settings. Despite its benefits, e-learning and e-modules has not yet reached its full potential in medical education in India. Objective of this study is to evaluate the perception of undergraduate students regarding e-learning and e-modules using an appreciative inquiry tool SOAR (Strengths, Opportunities, Aspirations, Results) analysis, and to identify the barriers and challenges for the same. Methods This longitudinal study was conducted among participants from three consecutive batches (n = 250 x 3) of first-year medical students and two consecutive batches (n = 100 x 2) of first-year dental students. The sample was selected using a purposive sampling method. Two structured and validated questionnaires were developed for this study based on the modified Zhou’s Mixed Methods Model; the ‘Knowledge, Attitude and Practice’ Questionnaire (KAPQ) on e-learning and the feedback questionnaire (FBQ) on e-modules. The questionnaires were administered via MOODLE / hard copy, before and after the implementation of e-modules, respectively. Identified strengths, potential opportunities, probable aspirations and likely results for e-learning and e-modules were tabulated based on the qualitative analysis of perceptions of large number students sampled across three years. Results Six hundred and ninety students returned both questionnaires representing a response rate of 76.6%. Nine themes were identified in the “Strengths” domain as follows: Regular Update of Knowledge, Innovative Learning, Availability, Knowledge Sharing, Abundance of Information, Accessibility, Source of Knowledge, Creativity, and Increased Engagement. Eleven themes were identified in the “Opportunities” domain as follows: Clinical Skills training, Timesaving, Flexibility, Creativity, Increased engagement, Standardized content, Capacity building for students, Capacity building for faculty, Skills training, and Self-assessment. Thirteen themes were identified under the “Aspirations” domain with the three key themes being “maintaining and building on current strengths”, “increasing potential opportunities”, and “addressing the barriers and challenges identified in the responses to the KAPQ and FBQ questionnaire”. Four themes identified for ‘Barriers’ were eye strain, distractions, preference for conventional methodologies, and internet connectivity. Conclusions The findings of this qualitative study are based on the responses received from first-year medical and dental students of a Private University in Chennai, India. In this population of students, implementation of e-learning as blended learning using structured and interactive e-modules may provide more engagement during learning as well as support self-directed learning (SDL) directly or indirectly. Adoption of blended learning with e-modules as an integral part of curriculum planning may be beneficial for the achievement of Competency-Based Medical Education (CBME) goals in India.

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Section: Plos Onementioning

confidence: 99%

Section: Plos Onementioning

confidence: 99%

E-learning and E-modules in medical education—A SOAR analysis using perception of undergraduate students

et al. 2023

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Pathology students’ perceptions of virtual learning: A case study of students in Saudi Arabia

Almohammadi

2024

PLoS ONE

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Background Pathology laboratory classes are traditionally conducted using a conventional light microscope. The Coronavirus Disease 2019 (COVID-19) pandemic and recent technological advances necessitated remote learning through online classes using virtual slides (VS) instead of glass slides (GS). Aim The purpose of this study was to gauge the perception of learning pathology using virtual slides (VS) as opposed to glass slides (GS) for medical students in Saudi Arabia. This study would help modify teaching methods with the advancement of the application of newer methods in online teaching. Methods This two-phased study evaluated learning outcomes and perceptions in pathology online education for medical students. Using a questionnaire, Phase one analyzed second and third-year students’ perceptions of the teaching methods after an online pathology course. Phase Two assessed the learning outcomes of third-year students during online practical sessions using a pretest and post-test design. Statistical data were collected using a simple additive approach. Statistical tools were used to determine the factors affecting students’ perceptions. Results The accessibility of VS at any possible time, location, or device was the most advantageous trait of virtual learning (mean = 2.94±0.9). Students agreed the least with virtual slides as the only optimal method of learning pathology (mean = 2.25±0.9). Most enjoyed the virtual lab experience (51.7%) but still prefer both laboratory-GS and virtual-VS classes (83.5%). Conclusions VS had the benefit of accessibility and efficiency. The acceptance of VS was significantly affected by the orientation prior to the online class. Findings showed that VS cannot completely replace GS and more aspects such as technical difficulties and prior VS experience should be explored.

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Preparedness of medical students towards e-learning conducted during COVID-19 lockdown: A cross-sectional descriptive study

Cited by 2 publications

References 9 publications

E-learning and E-modules in medical education—A SOAR analysis using perception of undergraduate students

E-learning and E-modules in medical education—A SOAR analysis using perception of undergraduate students

Pathology students’ perceptions of virtual learning: A case study of students in Saudi Arabia

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