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Google Classroom as a Teaching Tool for Undergraduate Embryology

Context and aim Modern teaching of medicine has evolved into a beyond-the-classroom experience. Learning management systems (LMSs) have made this possible because of easy accessibility and user-friendliness. The COVID-19 lockdown further accentuated the need for this mode of education delivery. Gene...

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Autores principales: Jadhav, Sunit, Behl, Oshin, Khurjekar, Ananya, Pathak, Varun, Sinha, Akatya, VK, Arunprasad
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cureus 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9616175/
https://www.ncbi.nlm.nih.gov/pubmed/36321060
http://dx.doi.org/10.7759/cureus.29701
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author Jadhav, Sunit
Behl, Oshin
Khurjekar, Ananya
Pathak, Varun
Sinha, Akatya
VK, Arunprasad
author_facet Jadhav, Sunit
Behl, Oshin
Khurjekar, Ananya
Pathak, Varun
Sinha, Akatya
VK, Arunprasad
author_sort Jadhav, Sunit
collection PubMed
description Context and aim Modern teaching of medicine has evolved into a beyond-the-classroom experience. Learning management systems (LMSs) have made this possible because of easy accessibility and user-friendliness. The COVID-19 lockdown further accentuated the need for this mode of education delivery. General embryology (GE) is a subject under human anatomy that does not rely on “touch-and-feel” as much as other medical subjects. Assess Google Classroom (GC) as a teaching tool to deliver an online undergraduate-level general embryology (GE) course. Settings and design A cross-sectional study involving 211 undergraduate medical students across India. Methods and material A pre-and post-quiz model was adopted to evaluate the efficiency of a five-lecture course on GE. The course content was delivered via 20-minute YouTube video lectures, uploaded on GC. Lastly, student feedback regarding gadget preferences and the overall learning experience was collected. Statistical Analysis: The confidence interval was set at 95%, and a p-value </= 0.05 was considered statistically significant. Data were analyzed using SPSS software v.23. Results We observed a significant increase in mean quiz scores of all quizzes with increased perceived confidence in the subject, yet a high attrition rate (74.8 %). GC scored a 4.3/5 for user-friendliness, and 83.7% of students preferred cell phones for accessing GC. Conclusion GC, with its limitations, poses a significant challenge to teaching GE online. Software updates in the future might prove it to be a competent alternative to other LMSs in the market. GC falls short in terms of providing optimum levels of assessment and interaction for learning complex topics like embryology.
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spelling pubmed-96161752022-10-31 Google Classroom as a Teaching Tool for Undergraduate Embryology Jadhav, Sunit Behl, Oshin Khurjekar, Ananya Pathak, Varun Sinha, Akatya VK, Arunprasad Cureus Medical Education Context and aim Modern teaching of medicine has evolved into a beyond-the-classroom experience. Learning management systems (LMSs) have made this possible because of easy accessibility and user-friendliness. The COVID-19 lockdown further accentuated the need for this mode of education delivery. General embryology (GE) is a subject under human anatomy that does not rely on “touch-and-feel” as much as other medical subjects. Assess Google Classroom (GC) as a teaching tool to deliver an online undergraduate-level general embryology (GE) course. Settings and design A cross-sectional study involving 211 undergraduate medical students across India. Methods and material A pre-and post-quiz model was adopted to evaluate the efficiency of a five-lecture course on GE. The course content was delivered via 20-minute YouTube video lectures, uploaded on GC. Lastly, student feedback regarding gadget preferences and the overall learning experience was collected. Statistical Analysis: The confidence interval was set at 95%, and a p-value </= 0.05 was considered statistically significant. Data were analyzed using SPSS software v.23. Results We observed a significant increase in mean quiz scores of all quizzes with increased perceived confidence in the subject, yet a high attrition rate (74.8 %). GC scored a 4.3/5 for user-friendliness, and 83.7% of students preferred cell phones for accessing GC. Conclusion GC, with its limitations, poses a significant challenge to teaching GE online. Software updates in the future might prove it to be a competent alternative to other LMSs in the market. GC falls short in terms of providing optimum levels of assessment and interaction for learning complex topics like embryology. Cureus 2022-09-28 /pmc/articles/PMC9616175/ /pubmed/36321060 http://dx.doi.org/10.7759/cureus.29701 Text en Copyright © 2022, Jadhav et al. https://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, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Medical Education
Jadhav, Sunit
Behl, Oshin
Khurjekar, Ananya
Pathak, Varun
Sinha, Akatya
VK, Arunprasad
Google Classroom as a Teaching Tool for Undergraduate Embryology
title Google Classroom as a Teaching Tool for Undergraduate Embryology
title_full Google Classroom as a Teaching Tool for Undergraduate Embryology
title_fullStr Google Classroom as a Teaching Tool for Undergraduate Embryology
title_full_unstemmed Google Classroom as a Teaching Tool for Undergraduate Embryology
title_short Google Classroom as a Teaching Tool for Undergraduate Embryology
title_sort google classroom as a teaching tool for undergraduate embryology
topic Medical Education
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9616175/
https://www.ncbi.nlm.nih.gov/pubmed/36321060
http://dx.doi.org/10.7759/cureus.29701
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