Universidade do Porto Faculdade de Medicina Introdução à Medicina Application of e-Learning in Under-Graduated Medical Teaching A Systematic Review Authors:

Universidade do PortoFaculdade de Medicina

Introdução à Medicina

Application of e-Learning in Under-Graduated Medical Teaching

A Systematic Review

Authors: Ana Carolina Martins, Ana Rita Figueiredo, Bruno Reis, Carolina Alves, Joana Barreira, José Costa, Marco Marques, Mª Eduarda Cerdeira, Ricardo Barbosa, Rui Seixas, Sérgio Alves Turma 10

Supervisors: Mário Dinis Ribeiro, MD, PhD Altamiro Costa Pereira, MD, PhD



First Presentation



Summary• Introduction• Aims• Study Design• Flowchart• Gantt chart • References



“e-Learning” = electronic learning

Vollmar HC, Schurer-Maly CC, Frahne J, Lelgemann M, Butzlaff M., An e-learning platform for guideline implementation--evidence- and case-based knowledge translation via the Internet. Methods of Information in Medicine. 2006; 45(4): 389-96.

Introduction

Teaching ↔ Potentialities of Technology


Introdução à Medicina• It claims itself as more than a software platform which supports the act of learn at distance, in an easy and fast way, by web;

• It is also a way to spread knowledge, allowing its availability at any time, in every place;Vollmar HC, Schurer-Maly CC, Frahne J, Lelgemann M, Butzlaff M., An e-learning platform for

guideline implementation--evidence- and case-based knowledge translation via the Internet. Methods of Information in Medicine. 2006; 45(4): 389-96.



• This new learning method provides the possibility to interact with other users;

Harden RM., A new vision for distance learning and continuing medical education, The journal of continuing education in health professions, 2005, 25(1):43-51

•Using forums and frequently asked questions (FAQs), it’s possible to share points of view and clear up any possible remaining doubts at the moment.



Harden RM., A new vision for distance learning and continuing medical education, The journal of continuing education in health professions, 2005, 25(1):43-51



• E-learning can be used in several areas and fields. However, our work will only fall upon the study of its importance on the undergraduate medical teaching;VOZENILEK J., HUFF J. S., REZNEK M., GORDON J. A. See One, Do One, Teach One:

Advanced Technology in Medical Education. ACAD EMERG MED, 2004, Vol. 11, pp. 1149-

1154



• E-learning comes with solutions and methods, which can be very helpful in supporting doctors with access to the up-to-date medical knowledge and achievements. It allows creation of interactive model of learning, which stimulates knowledge acquisition.

Ruiz JG, Mintzer MJ, Leipzig RM., The impact of E-learning in medical education. Academic Medicine: journal of the association of American Medical Colleges. 2006; 81(3):207-12.



• It also provides flexibility in both time and location, while accessing medical curriculum presented online. There is a possibility of collaboration between teachers and students from different universities, which allows exchange of knowledge and experiences

Curran VR, Fleet L., A review of evaluation outcomes of web-based continuing medical education, Medical education, 2005, 39(6):561-7



Aims

• To understand the importance of e-learning in undergraduate medical teaching;

• To comprehend the impact that the use of this platform causes in the academical success.

Methods



Type of study

Systematic Review

Target Population/ Units of Analysis

Articles found in data bases

•“e-learning”;

•“electronic learning”;

•“web based learning” ;

•“ Medical Education”;

•“Undergraduated”.



Keywords

Query

(“electronic learning” OR “e-learning” OR “web based learning”) AND (“medical

education”)

Databases’ research

PubMed Scopus

We found 89 articles in PubMed and 84 articles in Scopus, on 04/12/2006, until 30/11/2006.





• We will include all the articles related to undergraduated medical teaching using e-Learning.

Inclusion Criteria



• We will exclude articles in languages different from Portuguese, French, Spanish and English;

• We will not accept articles related to dentistry and veterinary medicine;

• We will not analyse articles which we cannot physically reach.

Exclusion Criteria



Work Fases

1) Formulation of a clear question.

2) Databases’ research using our Query.

3) Abstracts’ reading (each article should be read by two people).



4) Articles’ selection, by application of the inclusion and exclusion criteria.

5) Attainment of the selected articles (full-text).

6) Full-articles’ reading and selection, using the inclusion and exclusion criteria again.

7) Extraction of the following data:

• Frequency of utilization of e-Learning by medical students;

• Advantages/Disadvantages of e-Learning;

• Influence in academical success.



8) Execution of a statistical analysis with SPSS;

9) Discussion of the results;

10) Review article’ s writing;

11) Website’ s building





Flowchart



Gantt Chart



ReferencesVollmar HC, Schurer-Maly CC, Frahne J, Lelgemann M, Butzlaff M., An e-learning platform for guideline implementation--evidence- and case-based knowledge translation via the Internet. Methods of Information in Medicine. 2006; 45(4): 389-96.Harden RM., A new vision for distance learning and continuing medical education, The journal of continuing education in health professions, 2005, 25(1):43-51Vozenilek J., Huff J. S., Reznek M., Gordon J. A. See One, Do One, Teach One: Advanced Technology in Medical Education. ACAD EMERG MED, 2004, Vol. 11, pp. 1149- 1154 Curran VR, Fleet L., A review of evaluation outcomes of web-based continuing medical education, Medical education, 2005, 39(6):561-7

Ruiz JG, Mintzer MJ, Leipzig RM., The impact of E-learning in medical education. Academic Medicine: journal of the association of American Medical Colleges. 2006; 81(3):207-12.

The End



Documents

Universidade do Porto Faculdade de Medicina Introdução à Medicina Application of e-Learning in Under-Graduated Medical Teaching A Systematic Review Authors: