Integrating e-learning into the educational framework for undergraduate medical training: a Nigerian survey on trainers´ perception and readiness.

INTRODUCTION

given the significant disruption in educational activities during the COVID-19 pandemic and the uncertainties about the post-pandemic future, coupled with increasing demand for the healthcare workforce, e-learning may bridge the gap in training medical students. It was imperative to survey the perception and readiness of the trainers on the use of e-learning for undergraduate medical training in Nigeria.

METHODS

this cross-sectional study was conducted among teachers of medical students in Nigeria. Using Google Forms, information on socio-demographic details, perception of online medical education, and individual and institutional preparedness to adopt e-learning were obtained. Data analysis was done using SPSS (version 21.0).

RESULTS

there were 300 respondents from 25 to 72 years (mean of 47.1 ± 7.8 years). Most were willing to give core lectures and seminars by e-learning, but only about half (159; 53.0%) had ever delivered any lecture online. Many were against conducting laboratory demonstrations (51%), clinical demonstrations (51.7%), and bedside teachings (54.7%) by e-learning. Few (22.0%) were familiar with assignment management packages. Lack of internet connectivity (69.7%) and poor power supply (69.0%) were the most common barriers to implementing e-learning. There was a significant difference (p < 0.001 for all) in institutional internet provision and accessibility, staff training, and using e-learning for lectures between private and public institutions.

CONCLUSION

utilization of e-learning for medical education is low in Nigeria, with private institutions significantly outperforming the public sector. Many trainers prefer that the practical and clinical aspects should not be integrated into e-learning. Government, institutions and trainers need to do more to improve the acceptance and utilization of e-learning.