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Dascalu CG, Topoliceanu C, Antohe ME. Instructional Videos for Students in Dental Medicine: Rules of Design and Correlations with Their Habits as Internet Consumers. Eur J Investig Health Psychol Educ 2024; 14:1627-1646. [PMID: 38921074 PMCID: PMC11202797 DOI: 10.3390/ejihpe14060108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2024] [Revised: 05/27/2024] [Accepted: 05/31/2024] [Indexed: 06/27/2024] Open
Abstract
Multimedia resources, such as instructional videos, are currently enjoying a certain popularity in the training programs for medical and dental students. The major challenge is to create such resources with quality content that is approved by students. In order to answer this challenge, it is imperative to find out which features of instructional videos are considered to be necessary and useful by students, thus being able to excite them, to hold their attention, and to stimulate them in learning with pleasure. AIM We investigated the opinions of a sample of 551 students from four medical universities in Romania, in order to identify the students' preferred characteristics in instructional videos, both globally and comparatively on genders and age groups and also according to their general preferences for using internet services. MATERIAL AND METHODS We used univariate (hypothesis testing) and multivariate (two-step clustering) data analysis techniques and revealed three clusters of students, primarily determined by their perceptions of the visual appearance of the instructional videos. RESULTS The structure of the clusters by gender and age group was relatively similar, but we recorded differences associated with the students' expressed preferences for certain internet services compared to others. The first identified cluster (35.4% of the cases) contains students who prefer instructional videos to contain images used only for aesthetic purposes and to fill the gaps; they use internet services mainly for communication. The second cluster of students (34.8%) prefers videos designed as practical lessons, using explanatory drawings and diagrams drawn at the same time as the explanations; they also use internet services mainly for communication. The last cluster of students (29.8%) prefer videos designed as PowerPoint presentations, with animated pictures, diagrams, and drawings; they are slightly younger than the others and use internet services mainly for information and communication, but also for domestic facilities. CONCLUSIONS The students' preferences for certain features of instructional videos depend not only on gender and age but are also related to their developmental background and general opinions about modern technologies.
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Affiliation(s)
- Cristina Gena Dascalu
- Department of Medical Informatics and Biostatistics, Faculty of Medicine, “Grigore T. Popa” University of Medicine and Pharmacy, 16 Universității Street, 700115 Iasi, Romania
| | - Claudiu Topoliceanu
- Department of Odontology, Periodontology, Fixed Restorations, Faculty of Dental Medicine, “Grigore T. Popa” University of Medicine and Pharmacy, 16 Universității Street, 700115 Iasi, Romania;
| | - Magda Ecaterina Antohe
- Department of Implantology, Removable Dentures, Technology, Faculty of Dental Medicine, “Grigore T. Popa” University of Medicine and Pharmacy, 16 Universității Street, 700115 Iasi, Romania;
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Al-Said K. Influence of teacher on student motivation: Opportunities to increase motivational factors during mobile learning. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-19. [PMID: 37361739 PMCID: PMC10050794 DOI: 10.1007/s10639-023-11720-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Accepted: 03/08/2023] [Indexed: 06/28/2023]
Abstract
Amid the COVID-19 lockdown many countries have replaced traditional learning with remote or mobile one. It was noted that students' motivation has become much less with the transition to distance learning. This study analyzes how motivational processes influence mobile learning quality and aimed to analyze the factors boosted the motivation of students to learn in modern conditions of isolation and identify the major demotivating factors affecting the quality of mobile learning. Motivation is considered a key factor in improving students' involvement in distance learning. The author surveyed 200 students and 46 teachers of The University of Jordan and Jordan University of Science and Technology regarding the factors that influenced their motivation in terms of mobile learning. The results revealed that 178 out of 200 participants agreed that intrinsic motivation impacted their interest in mobile learning. Some 78% of the students approved of mobile learning, while the remaining 22% believe it is necessary to return to the traditional face-to-face education format. The importance of feedback and communication with teachers and its impact on the process of mobile learning is considered. The role of built-in mechanisms in information systems and the positive role of gamification is equally important. Plug-ins compatible with the convenient WordPress system, i.e. applications that help organize the educational process were examined in the scientific work. The specific recommendations for raising the motivation of students in the learning process, which can be used by relevant institutions worldwide presented.
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Affiliation(s)
- Khaleel Al-Said
- Department of Educational Technology, Faculty of Arts and Educational Sciences, Middle East University, Amman, Jordan
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Salem MA, Sobaih AEE. ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16972. [PMID: 36554852 PMCID: PMC9779740 DOI: 10.3390/ijerph192416972] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 12/13/2022] [Accepted: 12/14/2022] [Indexed: 06/17/2023]
Abstract
SARS-CoV-2 (COVID-19) has disrupted university education and turned it into distance learning for at least one semester in many countries, including the Kingdom of Saudi Arabia (KSA). However, there was an issue with university students' cognitive load at this critical time, because education totally stopped for about a month and then resumed remotely. This research draws on the cognitive load theory, particularly the extraneous load, to develop an instructional design model called ADIDAS. The model includes six stages, namely: analyse (A), design (D), improve (I), do (D), Assess (A), and Share (S). Thirty-four experts in instructional technology models have reviewed the ADIDAS model in Arab university contexts, producing a consensus about its suitability for use in distance learning amid the COVID-19 pandemic. Following the consensus of the experts, the model was applied to a sample of 527 students at King Faisal University, KSA. The results confirmed significant statistical differences with a very large effect size in relation to the attitude towards synchronous digital learning (SDL) and cognitive load pre and post ADIDAS. Students had a positive attitude towards SDL and a low cognitive load during the educational process pre adoption of the ADIDAS model, compared to post ADIDAS. The current research results have numerous implications for post the COVID-19 pandemic, especially in Arab countries and similar contexts.
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Affiliation(s)
- Mostafa Aboulnour Salem
- Deanship of Development and Quality Assurance, King Faisal University, Al-Ahsa 31982, Saudi Arabia
| | - Abu Elnasr E. Sobaih
- Management Department, College of Business Administration, King Faisal University, Al-Ahsa 31982, Saudi Arabia
- Hotel Management Department, Faculty of Tourism and Hotel Management, Helwan University, Cairo 12612, Egypt
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Reid JR, Gokli A. Elevating Radiology Education Research Through a Dedicated Research Fellowship: Adding Professional Identity as Essential for Success. Acad Radiol 2022; 29 Suppl 5:S48-S57. [PMID: 33277111 DOI: 10.1016/j.acra.2020.11.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2020] [Revised: 11/01/2020] [Accepted: 11/02/2020] [Indexed: 11/25/2022]
Abstract
RATIONALE AND OBJECTIVES Education research has been undervalued in radiology, with few radiology journals having dedicated space for such research and barriers to production including dedicated time, resources, grant funding, and mentorship. As radiologists, we have an opportunity to study education in our unique learning environments and create more effective ways to teach that are grounded in established education theory, solid assessment methodologies, and a focus on merit as well as worth. MATERIALS AND METHODS The growth of education research in our field requires a two-pronged approach; We must cultivate leaders in education research from within our specialty, and continue to submit high quality work to radiology journals to increase exposure of the reviewers and readership to education methodologies. RESULTS We have created the first radiology education research fellowship to this end. This manuscript details the fellowship creation process, the first education research fellow experience, and in-depth analysis of the inaugural year via a qualitative program review. CONCLUSION We were successful in supporting an inaugural fellow in attaining the knowledge and skills to become a productive education researcher. Beyond this, the fellowship experience was a catalyst in developing her unique professional identity as an education master which will further raise the status of education research in pediatric radiology.
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Jasim W. Knowledge assessment of medical students’ college regarding the suitability of e-learning application in medical education. MEDICAL JOURNAL OF BABYLON 2022. [DOI: 10.4103/mjbl.mjbl_56_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Impact of the internet on veterinary surgery. Vet Anim Sci 2020; 11:100161. [PMID: 33511303 PMCID: PMC7816005 DOI: 10.1016/j.vas.2020.100161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2020] [Revised: 12/11/2020] [Accepted: 12/12/2020] [Indexed: 11/20/2022] Open
Abstract
The advent of the internet, and the technological innovations associated with it, have driven significant advances in surgical teaching and learning. The ease of access to information and the variety of online resources allow rapid sharing of surgical knowledge, promoting new teaching and learning patterns. Educational content from online platforms adds theoretical and practical knowledge to accelerate the learning curve and continuing education of surgeons. This study reviews how the advent of the Internet has influenced the teaching and dissemination of knowledge in veterinary surgery.
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Lellis-Santos C, Abdulkader F. Smartphone-assisted experimentation as a didactic strategy to maintain practical lessons in remote education: alternatives for physiology education during the COVID-19 pandemic. ADVANCES IN PHYSIOLOGY EDUCATION 2020; 44:579-586. [PMID: 32955344 PMCID: PMC7516380 DOI: 10.1152/advan.00066.2020] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Online and distance education may be dismissed by educators who argue that these methods are not equivalent to traditional face-to-face education due to the lack of laboratory classes. However, smartphone-assisted experimentation is an innovative and powerful didactic tool that helps educators in the teaching process of physiology, particularly in situations with a lack of financial support for purchasing laboratory equipment, or lack of support for homework and assignments, distance learning courses, and emergency remote education, such as during the COVID-19 pandemic. Therefore, we present the concept of the mobile learning laboratory (MobLeLab), which is a collection of smartphone applications that allow scientific data collection, such as physiological variables, for educational purposes. The three types of MobLeLabs (simulators, built-in, and plug-in) are presented, as well as ideas on how to use smartphone sensors to collect physiological data. Additionally, we elaborate on the principles of the protocols for physiology education with MobLeLabs and discuss their importance to fostering scientific method reasoning by students.
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Affiliation(s)
- Camilo Lellis-Santos
- Department of Biological Sciences, Institute of Environmental, Chemical and Pharmaceutical Sciences, Universidade Federal de São Paulo, São Paulo, Brazil
| | - Fernando Abdulkader
- Department of Physiology and Biophysics, Instituto de Ciencias Biomedicas, Universidade de Sao Paulo, São Paulo, Brazil
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Plch L. Perception of Technology-Enhanced Learning by Medical Students: an Integrative Review. MEDICAL SCIENCE EDUCATOR 2020; 30:1707-1720. [PMID: 34457833 PMCID: PMC8368782 DOI: 10.1007/s40670-020-01040-w] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Abstract
This review aims to explore the perception of technology-enhanced learning by medical students. From the initial 2947 records found, 38 studies from journals indexed in the Web of Science database were included after screening. Several main topics were isolated, based on a thematic analysis: student's attitude towards e-learning and modern technologies in medical education; social networks, video, and mobile devices as information source and communication tool; and barriers to the use of technologies in medical education. The results have shown that a positive attitude towards technologies in medical education and learning is prevalent among students. The popularity of blended learning was confirmed.
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Affiliation(s)
- Lukáš Plch
- Department of Educational Sciences, Faculty of Arts, Masaryk University, Arna Novaka 1, 602 00 Brno, Czech Republic
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Wang K, Zhang L, Ye L. A nationwide survey of online teaching strategies in dental education in China. J Dent Educ 2020; 85:128-134. [PMID: 32954532 PMCID: PMC7537095 DOI: 10.1002/jdd.12413] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2020] [Revised: 08/31/2020] [Accepted: 09/05/2020] [Indexed: 02/05/2023]
Abstract
Objectives Due to the time and cost effectiveness, online teaching has played a significant role in the provision of education and has been a well‐accepted strategy for higher education in the world. The aim of this study was to survey the current online undergraduate education status in dental medicine in mainland China during the critical stage of the COVID‐19 outbreak, as well to provide a better understanding of practicing this learning strategy for the improvement and development of dental education. Methods For the cross‐sectional survey, recruitment emails regarding to the implementation of online education were sent to 42 dental colleges and universities in mainland China between March and April 2020. Results Ninety‐seven percent of the respondents have opened online courses during COVID‐19 pandemic in China, 74% of which chose live broadcast as the major teaching way. As compared with theoretical courses, fewer specialized practical curriculums were set up online with a lower satisfaction from students in most dental schools. For the general evaluation of online learning from students of different dental schools, the “online learning content” received the highest support, while the “interaction between teachers and students” showed the lowest satisfaction. Most schools reported that the difficulty in assurance of students’ learning motivation was the main problem in online education. Conclusions Our findings indicate the necessity and efficacy of the overall online teaching for dental education during the epidemic that can be further improved with the education model and pedagogical means to boost the informationization of dental education for future reference.
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Affiliation(s)
- Kun Wang
- West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Linglin Zhang
- West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Ling Ye
- West China Hospital of Stomatology, Sichuan University, Chengdu, China
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Bin Mubayrik HF. Exploring Adult Learners' Viewpoints and Motivation Regarding Distance Learning in Medical Education. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2020; 11:139-146. [PMID: 32110134 PMCID: PMC7036663 DOI: 10.2147/amep.s231651] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/19/2019] [Accepted: 01/22/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION Literature in education and training supports the notion that distance learning (DL) is the most effective mode of learning for health care workers to improve the quality of patient care. However, implementing DL requires pre-assessing learners' perspectives and attitudes for providing better delivery, essential support, and facilities. This study aimed to identify the viewpoints and attitudes of dental graduates toward DL in medical education and their point views of the effectiveness and efficacy of DL tools. METHODS A structured, self-administered questionnaire was distributed to registered adult graduates working in government- or private hospitals in a permanent position or for a long term (3 months or more). Data were collected and analyzed. RESULTS Two-thirds (67.9%) of the participants had previously attended a DL course. The highest ranked items on the participants' views on DL were ease of access, ability to take the course from any location, and be taught from anywhere in the world. Their perception of DL was analyzed in relation to gender and previous exposure to DL. CONCLUSION This investigation revealed a positive attitude among graduates on the effectiveness of DL. Most respondents appreciated DL's convenience in terms of time flexibility and online attendance. Residents' attitudes toward DL and DL characteristics are major factors to consider when instituting or planning for DL. Continuous medical education through DL will continue to generate considerable interest as an international movement.
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Affiliation(s)
- Haifa Fahad Bin Mubayrik
- Department of Educational Policies,College of Education, King Saud University, Riyadh, Saudi Arabia
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Olum R, Atulinda L, Kigozi E, Nassozi DR, Mulekwa A, Bongomin F, Kiguli S. Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2020; 7:2382120520973212. [PMID: 33283049 PMCID: PMC7682244 DOI: 10.1177/2382120520973212] [Citation(s) in RCA: 56] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Accepted: 10/22/2020] [Indexed: 05/23/2023]
Abstract
Given the dearth need for healthcare workers in the control of the ongoing COVID-19 pandemic, e-learning has been adopted in many settings to hasten the continuation of medical training. However, there is a paucity of data in low resource settings on the plausibility of online learning platforms to support medical education. We aimed to assess the awareness, attitudes, preferences, and challenges to e-learning among Bachelor of Medicine and Bachelor of Surgery (MBChB) and Bachelor of Nursing (B.NUR) students at Makerere University, Uganda. An online cross-sectional study was conducted between July and August 2020. Current MBChB and B.NUR students aged 18 years or older constituted the study population. Using Google forms, a web-based questionnaire was administered through the Makerere University mailing list and WhatsApp messenger. The questionnaire was developed using validated questions from previously published studies. Overall, 221 participants responded (response rate = 61%). Of the 214 valid responses, 195 (92.1%) were Ugandans, 123 (57.5% were male, and 165 (77.1%) were pursuing the MB ChB program. The median age was 23 (18 to 40) years. Ownership of computers, smartphones, and email addresses were at 131 (61.2%), 203 (94.9%), and 208 (97.2%), respectively. However, only 57 (26.6%) respondents had access to high or very high quality internet access. Awareness and self-reported usage of e-learning (MUELE) platforms were high among 206 (96.3%) and 177 (82.7%) respondents, respectively. However, over 50% lacked skills in using the Makerere University e-learning (MUELE) platform. About half (n = 104, 49%) of the students believed that e-learning reduces the quality of knowledge attained and is not an efficient method of teaching. Monthly income (P = .006), internet connectivity quality (P < .001), computer ownership (P = .015) and frequency of usage of academic websites or applications (P = .006) significantly affected attitudes towards e-learning. Moreover, internet costs and poor internet connectivity were the most important barriers to e-learning reported by 199 (93%) and 179 (84%) students, respectively. Sensitization and training of students and faculty on e-learning and use of existing learning platforms are important to improve the attitude and use of e-learning. Blended online and use of offline downloadable learning materials would overcome the challenges related to the variable quality of internet access in the country.
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Affiliation(s)
- Ronald Olum
- School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda
- Ronald Olum, School of Medicine, College of Health Sciences, Makerere University, P.O. 7072, Kampala, Uganda.
| | - Linda Atulinda
- School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda
| | - Edwin Kigozi
- School of Health Sciences, College of Health Sciences, Makerere University, Kampala, Uganda
| | - Dianah Rhoda Nassozi
- School of Health Sciences, College of Health Sciences, Makerere University, Kampala, Uganda
| | - Alzan Mulekwa
- School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda
| | - Felix Bongomin
- Department of Medical Microbiology and Immunology, Faculty of Medicine, Gulu University, Gulu, Uganda
| | - Sarah Kiguli
- Department of Paediatrics & Child Health, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda
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The Postgraduate Students’ Viewpoint on the Implementation and Launch of Virtual Learning; A Case Study of Hamadan University of Medical Sciences. PAJOUHAN SCIENTIFIC JOURNAL 2019. [DOI: 10.52547/psj.17.3.26] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
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Wahabi HA, Esmaeil SA, Bahkali KH, Titi MA, Amer YS, Fayed AA, Jamal A, Zakaria N, Siddiqui AR, Semwal M, Car LT, Posadzki P, Car J. Medical Doctors' Offline Computer-Assisted Digital Education: Systematic Review by the Digital Health Education Collaboration. J Med Internet Res 2019; 21:e12998. [PMID: 30821689 PMCID: PMC6418481 DOI: 10.2196/12998] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 01/06/2019] [Accepted: 01/31/2019] [Indexed: 01/19/2023] Open
Abstract
Background The widening gap between innovations in the medical field and the dissemination of such information to doctors may affect the quality of care. Offline computer-based digital education (OCDE) may be a potential solution to overcoming the geographical, financial, and temporal obstacles faced by doctors. Objective The objectives of this systematic review were to evaluate the effectiveness of OCDE compared with face-to-face learning, no intervention, or other types of digital learning for improving medical doctors’ knowledge, cognitive skills, and patient-related outcomes. Secondary objectives were to assess the cost-effectiveness (CE) of OCDE and any adverse effects. Methods We searched major bibliographic databases from 1990 to August 2017 to identify relevant articles and followed the Cochrane methodology for systematic reviews of intervention. Results Overall, 27 randomized controlled trials (RCTs), 1 cluster RCT (cRCT), and 1 quasi-RCT were included in this review. The total number of participants was 1690 in addition to the cRCT, which included 24 practices. Due to the heterogeneity of the participants, interventions, and outcomes, meta-analysis was not feasible, and the results were presented as narrative summary. Compared with face-to-face learning, the effect of OCDE on knowledge gain is uncertain (ratio of the means [RM] range 0.95-1.17; 8 studies, 495 participants; very low grade of evidence). From the same comparison, the effect of OCDE on cognitive skill gain is uncertain (RM range 0.1-0.9; 8 studies, 375 participants; very low grade of evidence). OCDE may have little or no effect on patients’ outcome compared with face-to-face education (2 studies, 62 participants; low grade of evidence). Compared with no intervention, OCDE may improve knowledge gain (RM range 1.36-0.98; 4 studies, 401 participants; low grade of evidence). From the same comparison, the effect of OCDE on cognitive skill gain is uncertain (RM range 1.1-1.15; 4 trials, 495 participants; very low grade of evidence). One cRCT, involving 24 practices, investigated patients’ outcome in this comparison and showed no difference between the 2 groups with low-grade evidence. Compared with text-based learning, the effect of OCDE on cognitive skills gain is uncertain (RM range 0.91-1.46; 3 trials with 4 interventions; 68 participants; very low-grade evidence). No study in this comparison investigated knowledge gain or patients’ outcomes. One study assessed the CE and showed that OCDE was cost-effective when compared with face-to-face learning if the cost is less than or equal to Can $200. No trial evaluated the adverse effect of OCDE. Conclusions The effect of OCDE compared with other methods of education on medical doctors’ knowledge and cognitive skill gain is uncertain. OCDE may improve doctors’ knowledge compared with no intervention but its effect on doctors’ cognitive skills is uncertain. OCDE may have little or no effect in improving patients’ outcome.
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Affiliation(s)
- Hayfaa Abdelmageed Wahabi
- Research Chair of Evidence-Based Healthcare and Knowledge Translation, Deanship of Research, King Saud University, Riyadh, Saudi Arabia
| | - Samia Ahmed Esmaeil
- Research Chair of Evidence-Based Healthcare and Knowledge Translation, Deanship of Research, King Saud University, Riyadh, Saudi Arabia
| | - Khawater Hassan Bahkali
- Research Chair of Evidence-Based Healthcare and Knowledge Translation, Deanship of Research, King Saud University, Riyadh, Saudi Arabia.,Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Maher Abdelraheim Titi
- Research Chair of Evidence-Based Healthcare and Knowledge Translation, Deanship of Research, King Saud University, Riyadh, Saudi Arabia.,Patient Safety Unit, Quality Management Department, King Khalid University Hospital, King Saud Medical City, Riyadh, Saudi Arabia
| | - Yasser Sami Amer
- Research Chair of Evidence-Based Healthcare and Knowledge Translation, Deanship of Research, King Saud University, Riyadh, Saudi Arabia.,Clinical Practice Guidelines Unit, Quality Management Department, King Khalid University Hospital, King Saud University Medical City, Riyadh, Saudi Arabia
| | - Amel Ahmed Fayed
- College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia.,High Institute of Public Health, Alexandria University, Alexandria, Egypt
| | - Amr Jamal
- Research Chair of Evidence-Based Healthcare and Knowledge Translation, Deanship of Research, King Saud University, Riyadh, Saudi Arabia.,Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Nasriah Zakaria
- Medical Informatics and e-Learning Unit, Medical Education Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Amna Rehana Siddiqui
- Department of Family and Community Medicine, College of Medicine, King Saud University, Riyadh, Saudi Arabia.,Department of Community Health Sciences, Aga Khan University, Karachi, Pakistan
| | - Monika Semwal
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Lorainne Tudor Car
- Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Paul Posadzki
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Josip Car
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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Briz-Ponce L, Pereira A, Carvalho L, Juanes-Méndez JA, García-Peñalvo FJ. Learning with mobile technologies – Students’ behavior. COMPUTERS IN HUMAN BEHAVIOR 2017. [DOI: 10.1016/j.chb.2016.05.027] [Citation(s) in RCA: 169] [Impact Index Per Article: 24.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Semwal M, Wahabi HA, Posadzki P, Divakar U, Lim KTK, Audouard-Marzin Y, Zary N, Tudor Car L. Offline and computer-based eLearning interventions for medical doctors' education. Hippokratia 2016. [DOI: 10.1002/14651858.cd012465] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Monika Semwal
- Lee Kong Chian School of Medicine, Nanyang Technological University; Centre for Population Health Sciences (CePHaS); Singapore Singapore
| | - Hayfaa A Wahabi
- King Saud University; Chair of Evidence-Based Healthcare and Knowledge Translation; Riyadh Saudi Arabia 11451
| | - Pawel Posadzki
- Lee Kong Chian School of Medicine, Nanyang Technological University; Centre for Population Health Sciences (CePHaS); Singapore Singapore
| | - Ushashree Divakar
- Lee Kong Chian School of Medicine, Nanyang Technological University; Centre for Population Health Sciences (CePHaS); Singapore Singapore
| | - Kenneth Teck Kiat Lim
- National Healthcare Group; Health Services and Outcomes Research (HSOR); Singapore Singapore
| | | | - Nabil Zary
- Karolinska Institutet; Department of Learning, Informatics, Management and Ethics (LIME); Solna, Stockholm Sweden
| | - Lorainne Tudor Car
- School of Public Health, Imperial College London; Department of Primary Care and Public Health; St Dunstans Road London UK W6 6RP
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Abstract
Purpose
The purpose of this paper is to investigate the information-seeking behaviour of international students in terms of their information needs and to highlight the role of social media.
Design/methodology/approach
In this paper, a systematic literature survey was conducted in order to investigate information-seeking trends among international students while using social media. As a result, an exhaustive systematic literature review (SLR) was carried out in order to investigate social media as a source for the observation of the behaviours of international students. For this purpose, 71 articles were selected from various well-known sources after an intensive SLR process of searching, filtering and enforcing the inclusion and exclusion criteria.
Findings
As an outcome of this study, the information-seeking behaviour of international students was highlighted with respect to social media as a source of information. In addition, this research identifies the information needs of the international students and categorizes them by the roles played by the social media in fulfilling the information needs.
Practical implications
A comparative study that highlighted the dearth of studies which merge the social media and information-seeking behaviour of international students as well as identify the future direction for the researchers and for benefits of international students.
Originality/value
A detail SLR which highlights the need of shifting the information seeking behaviour from libraries to social media in regard to the new environment for international students.
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Buabbas AJ, Al-Shawaf HMH, Almajran AA. Health Sciences Students' Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning. JMIR MEDICAL EDUCATION 2016; 2:e9. [PMID: 27731863 PMCID: PMC5041369 DOI: 10.2196/mededu.5606] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2016] [Revised: 03/22/2016] [Accepted: 05/05/2016] [Indexed: 05/25/2023]
Abstract
BACKGROUND In medical education, information and communication technology (ICT) knowledge and skills have become a necessity and an integral part of preparing tomorrow's doctors to be sufficiently competent to use informatics resources effectively and efficiently for the best practice of medicine. OBJECTIVE This research aimed to study the literacy of the preprofessional students in ICT before and after taking the basic informatics course at the Health Sciences Center at Kuwait University, to understand their potential and their attitudes toward using ICT, including e-learning. METHODS A validated questionnaire was used to collect data from 200 students in 2 stages: before and after the informatics course on the preprofessional program. In addition, the tutors' observational assessments of the students' achievements during the informatics course were obtained. RESULTS The response rate of students before the course was 85.5% (171/200) and after was 77% (154/200). Of 200 students, 85% were female, and 15% were male. This disproportional representation of genders was due to the fact that 85% of registered students were female. Approximately 59% (101/171) of the students assessed themselves before the course as computer literate; afterward, this increased to 70.1% (108/154). Students who were still computer illiterate (29.2%; 45/154) mostly used the excuse of a lack of time (60%; 27/45). In generic ICT skills, the highest levels were for word processing, email, and Web browsing, whereas the lowest levels were for spreadsheets and database. In specific ICT skills, most respondents were reported low levels for statistical package use and Web page design. The results found that there was a significant improvement between students' general ICT skills before and after the course. The results showed that there were significant improvement between how frequently students were using Medline (P<.001), Google Scholar (P<.001), and Cochrane Library (P<.001) before and after the informatics course. Furthermore, most of the students who completed the course (72.8%; 110/151) chose the learning management system as the most useful e-learning tool. The results of the tutors' assessments confirmed the obvious improvement in most of the students' skills in using ICT. CONCLUSIONS The ICT knowledge and skills of the students before the course seemed insufficient, and the magnitude of the improvements that were acquired throughout the informatics course was obvious in most of the students' performance. However, the findings reveal that more practice was required. The attitudes of most of the students toward the potential of e-learning were considered positive, although the potential of Web-based learning in medical training was not well known among the students.
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Affiliation(s)
- Ali Jassem Buabbas
- Faculty of Medicine, Department of Community Medicine and Behavioral Sciences, Kuwait University, Jabriya, Kuwait.
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