E-learning During COVID-19 in a Medical College

doi:10.23958/ijirms/vol06-i10/1217

Abstract

Recently, many medical schools shifted from live lectures to online lecture by reducing classic lectures with using more technology. E-learning increased all over the world during the period of the spread of the COVID-19 virus. In addition, it is important to know if such learning strategies are advantageous. This will help institutions consider how to distribute their funding resources for platform design and online learning.

Keywords

E-learningmedical schoolsCOVID-19

References

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[refR-6] Development of e-learning in medical education: 10 years’ experience of Korean medical schools, Kyong-Jee Kim and Giwoon Kim, Department of Medical Education, Dongguk University School of Medicine, Goyang and 2Department of Emergency Medicine, Soonchunhyang University Bucheon Hospital, Soonchunhyang University College of Medicine, Bucheon, Korea Korean J Med Educ 2019 Sep; 31(3): 205-214.Google Scholar ↗

[refR-7] E-assessment of online academic courses via students' activities and perceptions,Tal Soffer*, Tali Kahan, Eynat Livne School of Education, Tel Aviv University.Google Scholar ↗

[refR-8] Virtual Classrooms: How Online College Courses Affect Student Success, By Eric P. Bettinger, Lindsay Fox, Susanna Loeb, and Eric S. Taylor, American Economic Review 2017, 107(9): 2855–2875Google Scholar ↗

[refR-9] The future of e-learning in healthcare professional education: some possible directions, Kieran Walsh, Ann Ist Super Sanit. 2014 | Vol. 50, No. 4: 309-310, DOI:10.4415/ANN_14_04_02DOI ↗Google Scholar ↗

[refR-10] Impact of COVID-19 outbreak on the mental health status of undergraduate medical students in a COVID-19 treating medical college: a prospective longitudinal study, Ilango Saraswathi, DOI 10.7717/peerj.10164DOI ↗Google Scholar ↗

[refR-11] COVID-19 Pandemic: Impact of Quarantine on Medical Students’ Mental Wellbeing and Learning Behaviors, Sultan Ayoub Meo1, doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2809DOI ↗Google Scholar ↗

[refR-12] Conspiracy Beliefs Are Associated with Lower Knowledge and Higher Anxiety Levels Regarding COVID-19 among Students at the University of Jordan, Malik Sallam, Int. J. Environ. Res. Public Health 2020, 17, 4915.Google Scholar ↗

[refR-13] Development of e-learning in medical education: a student’s perspective, Nour Al Jamil, Korean J Med Educ 2019 Dec; 31(4): 371-373., https://doi.org/10.3946/kjme.2019.147DOI ↗Google Scholar ↗

[refR-14] Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis, Leisi Pei & Hongbin Wu, MEDICAL EDUCATION ONLINE 2019, VOL. 24, 1666538, https://doi.org/10.1080/10872981.2019.1666538DOI ↗Google Scholar ↗

[refR-15] Online exams for blended assessment. Study of different application methodologies, Miguel Ardid, Computers & Education 81 (2015) 296-303, http://dx.doi.org/10.1016/j.compedu.2014.10.010DOI ↗Google Scholar ↗

[refR-16] Student Performance on Practical Gross Anatomy Examinations is not Affected by Assessment Modality, Amanda J. Meyer, Anat Sci Educ 9:111–120 (2016)Google Scholar ↗

[refR-17] Are students studying in the online mode faring as well as students studying in the face-to-face mode? Has equivalence in learning been achieved?, Aluwesi Volau Fonolahi, MERLOT Journal of Online Learning and Teaching Vol. 10, No. 4, December 2014Google Scholar ↗