Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes
| Autor: | Herm Martens, Ivo F. Nagtzaam, Sylvia Heeneman, Frederike Fransen |
|---|---|
| Přispěvatelé: | MUMC+: MA Dermatologie (9), RS: GROW - R3 - Innovative Cancer Diagnostics & Therapy, Dermatologie, Promovendi ODB, MUMC+: MA AIOS Dermatologie (9), RS: SHE - R1 - Research (OvO), Pathologie, RS: CARIM - R3.06 - The vulnerable plaque: makers and markers |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Clinical clerkship
Program evaluation Adult Educational measurement Students Medical mixed methods IMPACT E-learning (theory) Computer-Assisted Instruction STUDENTS clinical phase Dermatology E-learning 030207 dermatology & venereal diseases 03 medical and health sciences Young Adult 0302 clinical medicine PROGRAMMATIC ASSESSMENT MEDICAL-EDUCATION Learning theory Humans Learning 030212 general & internal medicine students’ perceptions Curriculum GOAL ORIENTATION E-Learning in Clinical Clerkships Original Research Netherlands students' perceptions Medical education Goal orientation Clinical Clerkship General Medicine TRAINING-PROGRAM CURRICULUM Knowledge learning theory Clinical Competence Educational Measurement Psychology Education Medical Undergraduate Program Evaluation |
| Zdroj: | International Journal of Medical Education International Journal of Medical Education, 9, 11-17. International Journal of Medical Education |
| ISSN: | 2042-6372 |
| Popis: | Objectives: To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. Methods: The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King's template analysis. Results: The e-learning program positively influenced students' level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, p |
| Databáze: | OpenAIRE |
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