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Web-based Medical Education for Students
-Applicability for Clinical Practice
Jina Youn, MS |
Literature
Search
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Search Keywords |
# Reviews |
# Articles |
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Medical Student Education Online Medical Student
Education Online Medical Education
Primary Care Online Medical Education
Clinical Application Online Medical Student
Education Satisfaction Online Medical Student
Education Clinical Application |
1310 21 15 6 2 2 |
30780 489 124 35 50 14 |
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Title |
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Internet-based medical education: a
realist review of what works, for whom and in what circumstances |
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Progress in the capture,
manipulation, and delivery of medical media and its impact on education,
clinical care, and research |
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Improving education in primary care:
development of an online curriculum using the blended learning model
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Web-based learning strategies in
combination with published guidelines to change practice of primary care
professionals |
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The Internet as an adjunct for
pediatric primary care |
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Development of a Web-based question
database for students' self-assessment |
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Measuring medical student preference:
a comparison of classroom versus online instruction for teaching PubMed |
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BMC Med Educ. 2010 Feb 2;10(1):12.
Internet-based medical education: a realist review of what works,
for whom and in what circumstances.
Wong G, Greenhalgh T, Pawson R.
ABSTRACT: BACKGROUND: Educational courses for doctors and medical
students are increasingly offered via the Internet. Despite much research,
course developers remain unsure about what (if anything) to offer online and
how. Prospective learners lack evidence-based guidance on how to choose between
the options on offer. We aimed to produce theory driven criteria to guide the
development and evaluation of Internet-based medical courses. METHODS: Realist
review - a qualitative systematic review method whose goal is to identify and
explain the interaction between context, mechanism and outcome. We searched 15
electronic databases and references of included articles, seeking to identify
theoretical models of how the Internet might support learning from empirical
studies which (a) used the Internet to support learning, (b) involved doctors
or medical students; and (c) reported a formal evaluation. All study designs
and outcomes were considered. Using immersion and interpretation, we tested
theories by considering how well they explained the different outcomes achieved
in different educational contexts. RESULTS: 249 papers met our inclusion
criteria. We identified two main theories of the course-in-context that
explained variation in learners' satisfaction and outcomes:
J Vet Med Educ. Spring;32(1):21-30.
Progress in the
capture, manipulation, and delivery of medical media and its impact on
education, clinical care, and research.
In this article, advances in the application
of medical media to education, clinical care, and research are explored and
illustrated with examples, and their future potential is discussed. Impact is
framed in terms of the Sloan Consortium's five pillars of quality education:
access; student and faculty satisfaction; learning effectiveness; and cost
effectiveness. (Hiltz SR, Zhang Y, Turoff M. Studies of effectiveness of learning networks.
In Bourne J,
BMC Med Educ. 2009 Jun 10;
Improving education
in primary care: development of an online curriculum using the blended learning
model.
Lewin LO, Singh M, Bateman BL, Glover PB.
Department of
Pediatrics,
BACKGROUND: Standardizing the
experiences of medical students in a community preceptorship
where clinical sites vary by geography and discipline can be challenging.
Computer-assisted learning is prevalent in medical education and can help
standardize experiences, but often is not used to its fullest advantage. A
blended learning curriculum combining web-based modules with face-to-face
learning can ensure students obtain core curricular principles. METHODS: This
course was developed and used at The Case Western Reserve University School of
Medicine and its associated preceptorship sites in
the greater
Br J Gen Pract. 2009 Feb;59(559):104-9.
Web-based learning strategies in
combination with published guidelines to change practice of primary care
professionals.
NHS Education
for
BACKGROUND: Published clinical
guidelines need to be combined with effective educational interventions to
produce change in practice. Problem-based learning (PBL) groups are effective;
however, research studies have not looked at change in practice following PBL
that is independent of group interaction.
Curr Opin Pediatr. 2009 Dec;21(6):805-10.
The Internet as an
adjunct for pediatric primary care.
Division of General and
Community Pediatrics, Children's National Medical Center, The George Washington
University School of Medicine, Washington, DC, USA. tkind@cnmc.org
PURPOSE OF REVIEW: This review
highlights recent publications on the use of the Internet as it relates to
pediatric primary care, including its application to the pediatrician, teen,
pediatric patient, and patients' parents. A brief overview of early work is
introduced. RECENT FINDINGS: The Internet has become a tool to expand the reach
of preventive interventions, including school-based online pediatric health
education. Although research continues to describe barriers to the adoption of
online resources, recent reports highlight newer applications, including
user-generated content (i.e. social networking sites), and the impact on teens
and their health. There are concerns and benefits of Web 2.0 and the teen
population, with adolescents at risk online yet also learning about their
health online. Internet referrals, prescriptions for information,
and online assessment methods have had varied success to date. There have been
some studies of e-learning and online continuing medical education having an
impact on clinical decision making, but there is a need for more research on
the electronic medical record as it relates to the practicing pediatrician and
the Internet at the point of care. SUMMARY: The Internet is more than an
information repository and continues to affect the lives and health of the
pediatric population, parents, and providers. The growth of and changes to the
Internet over time bring online innovations that have yet to be studied.
Acad Med. 2002 Sep;77(9):925.
Development of a
Web-based question database for students' self-assessment.
Department of Obstetrics and
Gynecology, University of Michigan Hospital, University of Michigan Medical
School, Ann Arbor, 48109-0276, USA. immaya@umich.edu
OBJECTIVE: Computer-based testing (
J Med Libr Assoc. 2008 Jul;96(3):217-22.
Measuring medical
student preference: a comparison of classroom versus online instruction for
teaching PubMed.
Gustave L. and Janet W. Levy Library, Mount Sinai
OBJECTIVE: The research analyzed
evaluation data to assess medical student satisfaction with the learning
experience when required PubMed training is offered
entirely online. METHODS: A retrospective study analyzed skills assessment
scores and student feedback forms from 455 first-year medical students who
completed PubMed training either through classroom
sessions or an online tutorial. The class of 2006 (n = 99) attended traditional
librarian-led sessions in a computer classroom. The classes of 2007 (n = 120),
2008 (n = 121), and 2009 (n = 115) completed the training entirely online
through a self-paced tutorial. PubMed skills
assessment scores and student feedback about the training were compared for all
groups. RESULTS: As evidenced by open-ended comments about the training,
students who took the online tutorial were equally or more satisfied with the
learning experience than students who attended classroom sessions, with the
classes of 2008 and 2009 reporting greater satisfaction (P<0.001) than the
other 2 groups. The mean score on the PubMed skills
assessment (91%) was the same for all groups of students. CONCLUSIONS: Student
satisfaction improved and PubMed assessment scores
did not change when instruction was offered online to first-year medical
students. Comments from the students who received online training suggest that
the increased control and individual engagement with the web-based content led
to their satisfaction with the online tutorial.