Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain.
Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu, India.
PLoS One. 2023 May 19;18(5):e0284882. doi: 10.1371/journal.pone.0284882. eCollection 2023.
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.
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.
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.
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.
电子学习和电子模块在医学教育中的应用已被证明对各种类型的学习者在不同的教育环境中的学习成果都有积极影响。尽管它有很多好处，但电子学习和电子模块在印度的医学教育中尚未充分发挥其潜力。本研究的目的是使用欣赏性探究工具 SOAR（优势、机会、愿望、结果）分析评估本科生对电子学习和电子模块的看法，并确定其障碍和挑战。
本纵向研究在三批连续的一年级医学生（n=250 x 3）和两批连续的一年级牙科学生（n=100 x 2）中进行。采用目的抽样法选择样本。本研究根据修改后的 Zhou 的混合方法模型开发了两个结构化和经过验证的问卷；电子学习的“知识、态度和实践”问卷（KAPQ）和电子模块的反馈问卷（FBQ）。分别在实施电子模块之前和之后，通过 MOODLE/硬拷贝向学生发放问卷。根据对三年间大量学生的看法进行的定性分析，列出了电子学习和电子模块的优势、潜在机会、可能愿望和可能结果。
690 名学生返回了两份问卷，回应率为 76.6%。在“优势”领域确定了 9 个主题，如下所示：知识的定期更新、创新学习、可用性、知识共享、信息丰富、可访问性、知识来源、创造力和参与度提高。在“机会”领域确定了 11 个主题，如下所示：临床技能培训、节省时间、灵活性、创造力、参与度提高、内容标准化、学生能力建设、教师能力建设、技能培训和自我评估。在“愿望”领域确定了 13 个主题，其中三个关键主题是“保持和建立当前优势”、“增加潜在机会”和“解决 KAPQ 和 FBQ 问卷回复中确定的障碍和挑战”。“障碍”领域确定了 4 个主题，分别是眼疲劳、分心、对传统方法的偏好和互联网连接。
本定性研究的结果基于印度钦奈一所私立大学一年级医学生和牙科学生的回复。在这群学生中，使用结构化和互动电子模块的混合式电子学习的实施可能会在学习过程中提供更多的参与度，并直接或间接地支持自我指导学习（SDL）。将电子模块作为课程计划不可或缺的一部分纳入混合式学习可能有助于印度实现基于能力的医学教育（CBME）目标。
