An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt
2012 (English)In: BMC Medical Education, ISSN 1472-6920, Vol. 12, 11- p.Article in journal (Refereed) Published
Background: The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim: Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods: This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results: Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions: An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.
Place, publisher, year, edition, pages
2012. Vol. 12, 11- p.
On-line learning, e-Learning, Reproductive health, Public health, Medical education, Egypt
Human Computer Interaction Pedagogy
IdentifiersURN: urn:nbn:se:su:diva-80158DOI: 10.1186/1472-6920-12-11ISI: 000305183500001OAI: oai:DiVA.org:su-80158DiVA: diva2:552300