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Table 3 Using e-learning due to faculty shortages

From: E-learning in medical education in resource constrained low- and middle-income countries

Country

Author

School

Educational topic

Reason

Type of e-learning

Challenges

Overall evaluation

India

Agrawal [4]

Sanjay Gandhi Post Graduate Institute of Medical Sciences; Chattrapati Sahuji Maharaj Medical University

Clinical oncology, medical physics, radiobiology (all for radiation oncology training)

Expand reach

Videoconferencing sessions to connect understaffed radiotherapy departments

bandwidth (picture quality, time lag), presenter availability

Students found topics to be relevant, but remote trainees preferred in-person lectures due to technical difficulties with videoconferencing

 

Kaliyadan [9]

Amrita Institute of Medical Sciences

Dermatology (structure and function of skin, morphology of skin lesions, psoriasis, leprosy, STIs)

Supplement

Digital self-learning modules with power-point presentations, videos demonstrating signs used in dermatological examination, interactive quizzes, crosswords and matching puzzles

Image and video quality

Students were liked the modules and were comfortable using them; there were no significant differences in knowledge acquisition from modules vs. traditional educational methods

Ghana

Adanu [10]

University of Ghana; Kwame Nkrumah University of Science and Technology

Biology (polymerase chain reaction), surgery (abdominal hysterectomy)

Supplement

Modularized programs specific to each topic with interactive text, videos, lectures, photos, and animations (created by faculty)

Electronic media could not be played on some computers

Medical students were able to access the modules easily and found them to be helpful educationally

Malaysia

Seluakumaran [11]

University of Malaya

Physiology

Supplement

Integrated the Moodle e-learning platform into undergrad physiology course (site included audiovisual resources and quizzes)

Poor internet connection and download speed

Student marks improved with the use of Moodle. Students were generally satisfied with the e-learning tool

South Africa

Mars [3]

University of KwaZulu Natal

All medical disciplines, including nursing

Expand reach

Videoconferencing of seminars, grand rounds, journal clubs, and research meetings to reach students at peripheral hospitals

Bandwidth (available, but cost is prohibitive); visual quality of slides

No difference in knowledge acquisition between e-learning and traditional learners; most instructors rated it as a good teaching tool

    

Supplement

Moodle learning management system

Access to computers for regular use

 
 

McLean [8]

University of Natal Medical School

Histology

Supplement

Digital textbook and interactive multimedia packages on the eye and integumentary system

 

The majority of students thought that while CAI should supplement traditional learning it should not completely replace it. The interactive packages were valued more than the digital textbook.

Sri Lanka

Rajapakse [7]

University of Colombo

All undergraduate courses

Supplement

Established a virtual learning center: Moodle learning management system with interactive modules and assessments; virtual library

Staffing and time to produce learning material

The majority of students thought the LMS was useful. Most students use the virtual learning center to access the learning modules and the internet.

Turkey

Oz [5]

Istanbul University and Harran University

Basic sciences

Expand reach

Synchronous classroom conferencing to connect the two universities – video streamed the instructor, content from the document camera, PP presentations, and students in both locations; "boardcasted" two whiteboards that the instructor would use to write on

Connectivity; faculty learning curve

Students were positive about the course. Midterm and final exam scores were similar for students on both ends of the conferencing system.