Obi I E, Charles-Okoli A N, Agunwa C C, Omotowo B I, Ndu A C, Agwu-Umahi O R
Department of Community Medicine, Faculty of Medical Sciences, College of Medicine, University of Teaching Hospital, Enugu State, Nigeria.
Niger J Clin Pract. 2018 Mar;21(3):293-300. doi: 10.4103/njcp.njcp_108_17.
Learning in the medical school of the study university is still by the traditional face-to-face approach with minimal e-communication.
This paper assesses student's perspectives of E-learning readiness, its predictors and presents a model for assessing them.
A descriptive cross-sectional study of medical students.
By proportional quota sampling 284 students responded to a semi-structured self-administered questionnaire adapted from literature. Ethical issues were given full consideration.
Analysis was with SPSS version 20, using descriptive statistics, ANOVA, Spearman's correlation, and multiple regression. Statistical significance was considered at P < 0.05.
Medical students are ready for E-learning (Mlr = 3.8 > Melr = 3.4), beyond reliance on the face-to-face approach (69.7%), expecting effective (51.1%), and quality improvement in their learning (73.1%). Having basic information and communications technology skills (68.9%) (Mict = 3.7 > Melr = 3.4), access to laptops (76.1%), ability to use web browsers confidently (91.8%) (Mwb = 4.3 > Melr = 3.4), with only few able to use asynchronous tools (45.5%), they consider content design important to attract users (75.6%), and agree they need training on E-learning content (71.4%). They however do not believe the university has enough information technology infrastructure (62.4%) (Mi = 2.7 < Melr = 3.4) nor sufficient professionals to train them (M = 2.9). Predictors are attitude, content readiness, technological readiness, and culture readiness. The model however only explains 37.1% of readiness in the population.
Medical students in this environment are ready to advance to E-learning. Predicted by their attitude, content, technological and cultural readiness. Further study with qualitative methodology will help in preparing for this evolution in learning.
研究型大学医学院的学习仍采用传统的面对面教学方式，电子交流极少。
本文评估学生对电子学习准备情况的看法、其预测因素，并提出一个评估模型。
对医学生进行描述性横断面研究。
通过按比例配额抽样，284名学生对一份根据文献改编的半结构化自填式问卷做出了回应。充分考虑了伦理问题。
使用SPSS 20版进行分析，采用描述性统计、方差分析、斯皮尔曼相关性分析和多元回归分析。P < 0.05时认为具有统计学意义。
医学生已为电子学习做好准备（Mlr = 3.8 > Melr = 3.4），不再依赖面对面教学方式（69.7%），期望电子学习有效（51.1%），并能提高学习质量（73.1%）。他们具备基本的信息通信技术技能（68.9%）（Mict = 3.7 > Melr = 3.4），可使用笔记本电脑（76.1%），能自信地使用网络浏览器（91.8%）（Mwb = 4.3 > Melr = 3.4），但只有少数人能使用异步工具（45.5%），他们认为内容设计对吸引用户很重要（75.6%），并同意需要接受电子学习内容方面的培训（71.4%）。然而，他们认为大学没有足够的信息技术基础设施（62.4%）（Mi = 2.7 < Melr = 3.4），也没有足够的专业人员来培训他们（M = 2.9）。预测因素包括态度、内容准备情况、技术准备情况和文化准备情况。然而，该模型仅解释了总体准备情况的37.1%。
在这种环境下的医学生已准备好推进到电子学习。其态度、内容、技术和文化准备情况可作为预测因素。采用定性方法进行进一步研究将有助于为这种学习方式的转变做好准备。
