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 Table of Contents  
SHORT COMMUNICATION
Year : 2020  |  Volume : 6  |  Issue : 1  |  Page : 40-42

Assessing the impact of e-learning in medical education


1 Vice-Principal Curriculum, Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu, India

Date of Submission28-Jan-2019
Date of Acceptance26-Nov-2019
Date of Web Publication27-Mar-2020

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpattu, Kancheepuram, Tamil Nadu - 603 108
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/IJAM.IJAM_5_19

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  Abstract 

E-learning in the field of medical education has been associated with multiple benefits, especially in terms of testing the higher skills of the cognitive domain. E-learning has resulted in a major impact as it has given an opportunity for adaptability to diverse learning styles of the students and that it can meet the learning needs of the increasing number of medical students. The findings of different studies done to assess the impact of adoption of e-learning have indicated highly encouraging results. However, despite all the available evidence suggesting the effectiveness of the adoption of e-learning, it is also important to consider the inherent limitations. In conclusion, adoption of e-learning has resulted in a major positive impact on the acquisition of knowledge and skills in the field of medical education. Now, it is the time to take steps to integrate it within the existing curriculum and help students to become a self-directed and a lifelong learner.
The following core competencies are addressed in this article: Medical knowledge, Practice-based learning and improvement, Interpersonal and communication skills, Professionalism, and Systems-based practice.

Keywords: Assessment, e-learning, medical education


How to cite this article:
Shrivastava SR, Shrivastava PS. Assessing the impact of e-learning in medical education. Int J Acad Med 2020;6:40-2

How to cite this URL:
Shrivastava SR, Shrivastava PS. Assessing the impact of e-learning in medical education. Int J Acad Med [serial online] 2020 [cited 2020 May 25];6:40-2. Available from: http://www.ijam-web.org/text.asp?2020/6/1/40/281457


  Introduction Top


E-learning in the field of medical education has been associated with multiple benefits, especially in terms of testing the higher skills of the cognitive domain.[1] In addition, merits such as universal availability, cost-effectiveness, better access to the information and that the learning which occurs independent of time and place significantly enhance the scope of e-learning in the teaching–learning and assessment-related activities.[2] Further, due to the presence of regular updates in the subject content, students can have an access to the most recent information.[1] In addition, due to the option of more interaction between the teacher and the student, the extent of learning enhances big time.[1]


  Application of E-Learning Tools in Medical Education Top


A wide range of e-learning tools such as uploaded lectures in learning management system, interactive e-books, and proctored online testing have been employed in teaching, and they have delivered encouraging results.[3],[4] On the similar grounds, use of social media has also changed the face of teaching and learning, and it is up to all of us to consider and accept the same as a part of the curriculum.[5],[6],[7]


  Impact of E-Learning Top


E-learning has resulted in a major impact as it has given an opportunity for adaptability to diverse learning styles of the students and that it can meet the learning needs of the increasing number of medical students.[2] It has given a platform to monitor a students' extent of learning/progression of skills and even gives an opportunity for the students to give their feedback.[2] All these things are not available in the traditional curriculum and thus e-learning has significantly helped in the better implementation of the teaching curriculum.[1],[2],[8] Moving further, it keeps a check on the teachers' accountability and assesses the varied kinds of learning materials shared by them and how they are using the technology for the betterment of both teaching and the assessment.[2]

The e-learning tools can be utilized even for the sake of recording the learning by the students in the form of reflective writing in their individual e-portfolios. Even for the sake of administrative work, it gives an option for the stakeholders to share the teaching schedules, lecture PowerPoints, and other recent advances, which together ensures that a learner is well informed about the developments in the real time, which in turn enables them to prioritize their learning assignments. Further, because of the adoption of e-learning tools, the students are more self-aware and even in a position to assess their skills' progression. Even the face of assessment has changed big time, and the results of examinations are available quickly, which has given an opportunity for the students to get immediate feedback on their performance.


  Merits of Adoption of E-Learning Top


The findings of different studies done to assess the impact of adoption of e-learning have indicated highly encouraging results, including the better knowledge acquisition, better performance in formative assessments, adherence to the standard guidelines for better management of patients, and improvement in the competence levels of the health-care professionals, especially in low- and middle-income nations.[6],[7],[8] However, despite all the available evidence suggesting the effectiveness of the adoption of e-learning, it is also important to consider the inherent limitations.[1],[9],[10] These could range from initial expenses required to establish the framework, need of technical expertise, reluctance or poorly motivated faculty members/students, and questionable authenticity of the information available on the Internet.[2] Nevertheless, these challenges can be easily sorted out through better sensitization and involvement of all the stakeholders.[2]


  Conclusion Top


Adoption of e-learning has resulted in a major positive impact on the acquisition of knowledge and skills in the field of medical education. Now, it is the time to take steps to integrate it within the existing curriculum and help students to become a self-directed and a lifelong learner.

Ethical conduct of research

The authors of this manuscript declare that this scientific work complies with reporting quality, formatting, and reproducibility guidelines set forth by the EQUATOR Network.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Huynh R. The role of e-learning in medical education. Acad Med 2017;92:430.  Back to cited text no. 1
    
2.
Vaona Z, Banzi R, Kwag KH, Rigon G, Cereda D, Pecoraro V, et al. E-learning for health professionals. Cochrane Database Syst Rev 2018;1:CD011736.  Back to cited text no. 2
    
3.
Mahoney NR, Boland MV, Ramulu PY, Srikumaran D. Implementing an electronic learning management system for an ophthalmology residency program. BMC Med Educ 2016;16:307.  Back to cited text no. 3
    
4.
Hsiao CC, Tiao MM, Chen CC. Using interactive multimedia e-books for learning blood cell morphology in pediatric hematology. BMC Med Educ 2016;16:290.  Back to cited text no. 4
    
5.
Lai CY, Wu WW, Tsai SY, Cheng SF, Lin KC, Liang SY. The effectiveness of a Facebook-assisted teaching method on knowledge and attitudes about cervical cancer prevention and HPV vaccination intention among female adolescent students in Taiwan. Health Educ Behav 2015;42:352-60.  Back to cited text no. 5
    
6.
Kapoor A, Tiwari V, Kapoor A. Teaching undergraduates beyond the classroom: Use of Whatsapp. Indian Pediatr 2019;56:967-9.  Back to cited text no. 6
    
7.
Goyal A, Tanveer N, Sharma P. WhatsApp for teaching pathology postgraduates: A pilot study. J Pathol Inform 2017;8:6.  Back to cited text no. 7
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8.
Gillan C, Papadakos J, Brual J, Harnett N, Hogan A, Milne E, et al. Impact of high-fidelity e-learning on knowledge acquisition and satisfaction in radiation oncology trainees. Curr Oncol 2018;25:e533-8.  Back to cited text no. 8
    
9.
Nicastro E, Lo Vecchio A, Liguoro I, Chmielewska A, De Bruyn C, Dolinsek J, et al. The impact of e-learning on adherence to guidelines for acute gastroenteritis: A single-arm intervention study. PLoS One 2015;10:e0132213.  Back to cited text no. 9
    
10.
Králíková E, Felbrová V, Kulovaná S, Malá K, Nohavová I, Roubíčková E, et al. Nurses' attitudes toward intervening with smokers: Their knowledge, opinion and e-learning impact. Cent Eur J Public Health 2016;24:272-5.  Back to cited text no. 10
    




 

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  In this article
Abstract
Introduction
Application of E...
Impact of E-Learning
Merits of Adopti...
Conclusion
References

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