Manou Evangelia, Lazari Evgenia-Charikleia, Lazaris Andreas C, Agrogiannis George, Kavantzas Nikolaos G, Thomopoulou Georgia-Eleni
First Department of Pathology, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece.
Cytopathology Department, Attikon University General Hospital, School of Medicine, National and Kapodistrian University of Athens, Athens, Greece.
Adv Med Educ Pract. 2022 Mar 30;13:285-300. doi: 10.2147/AMEP.S353935. eCollection 2022.
Synchronous and asynchronous e-learning is a promising and effective educational method for the delivery of medical lessons. Due to the public health measures implemented during the COVID-19 pandemic, our Pathology Department faced the challenge of a total online transition of the lessons. Therefore, the aim is to evaluate the aspects of the applied e-learning method they received.
At the end of the semester when e-learning was applied, we designed a structured questionnaire consisting of 17 items via Google Forms, which took the students between 5 and 7 minutes to complete. Of the 257 students registered on the Pathology course in the fifth semester, 207 students (80.5%) returned completed valid questionnaires.
Fifteen of the seventeen components of the e-learning Pathology questionnaire were evaluated highly by the vast majority of the students. The two remaining items, the HIPON platform and the Microlabs e-lessons, were evaluated highly by almost half the students. Approximately 93% of medical students answered that e-learning could be integrated with real class lessons in the medical curriculum: 62.8% (N = 130) of students answered to a great extent, and 30.4% (N = 63) answered to a small extent. Statistically significant differences were found between the demographic characteristics of the participants (gender, permanent residence, working status) and their evaluation of the e-learning items.
E-learning was successfully implemented for the delivery of the pathology lessons and was widely accepted by the students, providing evidence for its future integration into the medical curriculum. Our findings illuminate various aspects of the students' experience with e-learning, and we strongly recommend that the students' evaluation and perspective be taken into consideration by the faculty in the development of policies for higher-quality medical education.
同步和异步电子学习是一种很有前景且有效的医学课程教学方法。由于在新冠疫情期间实施了公共卫生措施，我们病理科面临着课程完全在线转型的挑战。因此，目的是评估他们所接受的应用电子学习方法的各个方面。
在应用电子学习的学期末，我们通过谷歌表单设计了一份包含17个项目的结构化问卷，学生完成该问卷需要5到7分钟。在第五学期注册病理学课程的257名学生中，有207名学生（80.5%）返回了完整有效的问卷。
电子学习病理学问卷的17个组成部分中的15个得到了绝大多数学生的高度评价。其余两个项目，即HIPON平台和微实验室电子课程，几乎有一半的学生给予了高度评价。约93%的医学生回答电子学习可以与医学课程中的实际课堂教学相结合：62.8%（N = 130）的学生回答在很大程度上可以，30.4%（N = 63）的学生回答在小程度上可以。在参与者的人口统计学特征（性别、常住地、工作状态）与其对电子学习项目的评价之间发现了统计学上的显著差异。
电子学习成功应用于病理学课程的教学，并被学生广泛接受，为其未来融入医学课程提供了证据。我们的研究结果揭示了学生电子学习体验的各个方面，我们强烈建议教师在制定高质量医学教育政策时考虑学生的评价和观点。
