E-learning program for medical students in dermatology
| Autor: | Murilo Barreto Souza, Roberto Silveira Silva Filho, Luciana Molina de Medeiros, Cristiana Silveira Silva, Paulo Ricardo Criado |
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| Rok vydání: | 2011 |
| Předmět: |
Program evaluation
Educational measurement medicine.medical_specialty undergraduate medical education Students Medical E-learning (theory) education Distance education Computer-Assisted Instruction Dermatology Face-to-face Humans Medicine Prospective Studies lcsh:R5-920 Internet business.industry General Medicine Clinical Science Test (assessment) Blended learning distance learning distance education internet Educational Measurement lcsh:Medicine (General) medical education business Brazil Education Medical Undergraduate Program Evaluation |
| Zdroj: | Clinics Clinics; v. 66 n. 4 (2011); 619-622 Clinics; Vol. 66 Núm. 4 (2011); 619-622 Clinics; Vol. 66 No. 4 (2011); 619-622 Universidade de São Paulo (USP) instacron:USP Clinics, Volume: 66, Issue: 4, Pages: 619-622, Published: 2011 Clinics, Vol 66, Iss 4, Pp 619-622 (2011) |
| ISSN: | 1807-5932 1980-5322 |
| DOI: | 10.1590/s1807-59322011000400016 |
| Popis: | INTRODUCTION: Dermatological disorders are common in medical practice. In medical school, however, the time devoted to teaching dermatology is usually very limited. Therefore, online educational systems have increasingly been used in medical education settings to enhance exposure to dermatology. OBJECTIVE: The present study was designed to develop a e-learning program for medical students in dermatology and evaluate the impact of this program on learning. METHODS: This prospective study included second year medical students at the University of Technology and Science, Salvador, Brazil. All students attended discussion seminars and practical activities, and half of the students had adjunct online seminars (blended learning). Tests were given to all students before and after the courses, and test scores were evaluated. RESULTS: Students who participated in online discussions associated with face-to-face activities (blended learning) had significantly higher posttest scores (9.0 + 0.8) than those who only participated in classes (7.75+1.8, p |
| Databáze: | OpenAIRE |
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