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. |