The effect of an e-learning module on health sciences students’ venipuncture skill development

Abstract

Introduction: Venipuncture is a psychomotor skill required in many healthcare professions. E-learning could be used to overcome current barriers in face-to-face learning in healthcare education such as insufficient classroom space or qualified instructors. We sought to evaluate the effectiveness of an e-learning module on students' performance when used in addition to in-class training. Methods: Overall, 224 health sciences students were approached to participate in this pilot study. Recruited students were divided into control and study groups. The control group received only in-class training, whereas the study group had access to the e-learning module in addition to in-class learning. Both groups were evaluated on their self-confidence using a Likert scale, academic competence using a multiple-choice questionnaire, and psychomotor competence from video skill recordings using an in-house rubric. Nonparametric, independent sample Mann-Whitney tests were performed to evaluate differences between groups. Results: Overall, 114 students provided written informed consent; 84 students (control: n = 50, study: n = 34) participated in at least one component of the study. Significantly higher (p = 0.017) academic competence scores were observed in the study group. Significantly higher confidence levels were also observed postintervention for both the control (p = 0.0025) and study (p = 0.0011) groups; however, no significant differences were found between the study and control groups before (p = 0.441) or after (p = 0.883) intervention. Finally, no significant differences (p = 0.428) were observed for psychomotor skills between the study arms. Conclusion: Our results suggest that there is potential for e-learning to increase the academic competence of students when used in conjunction with traditional learning; however, further research is needed to determine its efficacy on psychomotor skills.

mHealth and e-Learning in health sciences curricula: a South African study of health sciences staff perspectives on utilisation, constraints and future possibilities

“…Since some health science curricula do not include mHealth training, health stakeholders do not have sufficient time to research the necessary new approaches and mediums; hence, further research needs to understand the capabilities and needs of students and staff stakeholders in the 4IR. In addition, an mHealth application that conforms with a robust network and promotes healthcare technology and innovation within the health sector should be developed, especially since there is an unsuccessful rate of e-Learning within the health sciences [22]. In addition, research on how platforms and curricula are established, merged and evaluated should be conducted to optimise learning and healthcare with patients and enhance quality assurance with students' involvement.…”

Undergraduate Medical Students’ Perceptions of an Online Audio-Visual-Based Module for Teaching Musculoskeletal Physical Examination Skills

“…VBL is on the rise in medical education. [21][22][23][24][25] Videos arouse interest through a variety of sensory impressions, as they can include text, moving images, and sound. 19 Multiple sensory stimulations lead to more cognitive connections, resulting in a better understanding of the concepts and the development of deep thinking.…”

Can student and staff involvement in quality assurance and promotion be achieved in the health sciences through mHealth and e-learning? A conceptual platform design

“…It also warrants the need to develop an application and platform, as well as a strong network, that will bridge this gap (between mHealth and e-learning in healthcare technology and innovation) in the health sciences fraternity. Given the unsuccessful rate of e-learning within the health sciences area (Lindenmaier et al 2018), a virtual centre (focusing on healthcare innovation) and research project has been conceptualised to fill this void by researching how such a platform and curricula can be merged and subsequently evaluated and established, to optimise both learning and healthcare with patients, as well as quality assurance and student involvement for health sciences students.…”