Bayomy Hanaa, El Awadi Mona, El Araby Eman, Abed Hala A
Department of Community Medicine, Faculty of Medicine, Benha University, Benha, Egypt.
J Egypt Public Health Assoc. 2016 Dec;91(4):179-184. doi: 10.1097/01.EPX.0000511082.66621.e7.
Computer-assisted medical education has been developed to enhance learning and enable high-quality medical care. This study aimed to assess computer knowledge and attitude toward the inclusion of computers in medical education among second-year medical students in Benha Faculty of Medicine, Egypt, to identify limitations, and obtain suggestions for successful computer-based learning.
This was a one-group pre-post-test study, which was carried out on second-year students in Benha Faculty of Medicine. A structured self-administered questionnaire was used to compare students' knowledge, attitude, limitations, and suggestions toward computer usage in medical education before and after the computer course to evaluate the change in students' responses.
The majority of students were familiar with use of the mouse and keyboard, basic word processing, internet and web searching, and e-mail both before and after the computer course. The proportion of students who were familiar with software programs other than the word processing and trouble-shoot software/hardware was significantly higher after the course (P<0.001). There was a significant increase in the proportion of students who agreed on owning a computer (P=0.008), the inclusion of computer skills course in medical education, downloading lecture handouts, and computer-based exams (P<0.001) after the course. After the course, there was a significant increase in the proportion of students who agreed that the lack of central computers limited the inclusion of computer in medical education (P<0.001). Although the lack of computer labs, lack of Information Technology staff mentoring, large number of students, unclear course outline, and lack of internet access were more frequently reported before the course (P<0.001), the majority of students suggested the provision of computer labs, inviting Information Technology staff to support computer teaching, and the availability of free Wi-Fi internet access covering several areas in the university campus; all would support computer-assisted medical education.
Medical students in Benha University are computer literate, which allows for computer-based medical education. Staff training, provision of computer labs, and internet access are essential requirements for enhancing computer usage in medical education in the university.
计算机辅助医学教育已得到发展，以促进学习并实现高质量医疗。本研究旨在评估埃及本哈医学院二年级医学生的计算机知识以及对将计算机纳入医学教育的态度，识别局限性，并获取关于成功开展基于计算机的学习的建议。
这是一项单组前后测研究，在本哈医学院二年级学生中开展。使用一份结构化的自填式问卷来比较学生在计算机课程前后对医学教育中计算机使用的知识、态度、局限性及建议，以评估学生回答的变化。
大多数学生在计算机课程前后都熟悉鼠标和键盘的使用、基本文字处理、互联网及网络搜索以及电子邮件。熟悉文字处理和故障排除软件/硬件之外的软件程序的学生比例在课程后显著更高（P<0.001）。课程后，同意拥有计算机（P=0.008）、在医学教育中纳入计算机技能课程、下载讲义以及进行基于计算机的考试的学生比例显著增加（P<0.001）。课程后，同意缺乏中央计算机限制了计算机在医学教育中应用的学生比例显著增加（P<0.001）。尽管在课程前更多学生报告缺乏计算机实验室、缺乏信息技术人员指导、学生数量多、课程大纲不清晰以及缺乏互联网接入（P<0.001），但大多数学生建议提供计算机实验室、邀请信息技术人员支持计算机教学以及在大学校园的多个区域提供免费无线网络接入；所有这些都将支持计算机辅助医学教育。
本哈大学的医学生具备计算机素养，可以开展基于计算机的医学教育。员工培训、提供计算机实验室和互联网接入是该大学加强医学教育中计算机使用的必要条件。
