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Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes

OBJECTIVES: To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. METHODS: The study used a mixed method design with a conve...

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Autores principales: Fransen, Frederike, Martens, Herm, Nagtzaam, Ivo, Heeneman, Sylvia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: IJME 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5834826/
https://www.ncbi.nlm.nih.gov/pubmed/29352748
http://dx.doi.org/10.5116/ijme.5a47.8ab0
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author Fransen, Frederike
Martens, Herm
Nagtzaam, Ivo
Heeneman, Sylvia
author_facet Fransen, Frederike
Martens, Herm
Nagtzaam, Ivo
Heeneman, Sylvia
author_sort Fransen, Frederike
collection PubMed
description OBJECTIVES: To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. METHODS: The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King’s template analysis. RESULTS: The e-learning program positively influenced students’ level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, p<0.000). Interview data showed that the e-learning program stimulated students’ learning as the application promoted the identification and recognition of skin disorders, the use of references, creation of documents and sharing information with colleagues. CONCLUSIONS: This study demonstrated that use of the e-learning program led to a significant improvement in basic dermatological knowledge. The underlying learning processes indicated that e-learning programs in dermatology filled a vital gap in the understanding of clinical reasoning in dermatology. These results might be useful when developing (clinical) teaching formats with a special focus on visual disciplines. 
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spelling pubmed-58348262018-03-07 Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes Fransen, Frederike Martens, Herm Nagtzaam, Ivo Heeneman, Sylvia Int J Med Educ Original Research OBJECTIVES: To obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. METHODS: The study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King’s template analysis. RESULTS: The e-learning program positively influenced students’ level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, p<0.000). Interview data showed that the e-learning program stimulated students’ learning as the application promoted the identification and recognition of skin disorders, the use of references, creation of documents and sharing information with colleagues. CONCLUSIONS: This study demonstrated that use of the e-learning program led to a significant improvement in basic dermatological knowledge. The underlying learning processes indicated that e-learning programs in dermatology filled a vital gap in the understanding of clinical reasoning in dermatology. These results might be useful when developing (clinical) teaching formats with a special focus on visual disciplines.  IJME 2018-01-17 /pmc/articles/PMC5834826/ /pubmed/29352748 http://dx.doi.org/10.5116/ijme.5a47.8ab0 Text en Copyright: © 2018 Frederike Fransen et al. http://creativecommons.org/licenses/by/3.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0/
spellingShingle Original Research
Fransen, Frederike
Martens, Herm
Nagtzaam, Ivo
Heeneman, Sylvia
Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes
title Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes
title_full Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes
title_fullStr Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes
title_full_unstemmed Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes
title_short Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes
title_sort use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5834826/
https://www.ncbi.nlm.nih.gov/pubmed/29352748
http://dx.doi.org/10.5116/ijme.5a47.8ab0
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