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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
The Effect of Electronic Courses in Instructional Support to Increase Medical Students’ Enthusiasm
Author(s)
Rana Abd Almugeeth Eisa Abd Almugeeth
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DOI:10.17265/2161-623X/2018.07.002
Affiliation(s)
King Saud University, Riyadh, Kingdom of Saudi Arabia (KSA)
ABSTRACT
Current
medical students need an ongoing basis of updated
skills and knowledge to be compatible with the development of health care systems
in the hospitals. The student engagement in thinking about the better way for learning
a new information and skills will create safe and comfortable learning environment,
which act as a golden key to starting point, leading to highest
quality learning outcomes. The medical education
instructor should recognize the e-learning technology gadget suited
the required learning environment and compatible with intended learning objectives
for each lecture. No doubt that the instructor plays a vital role in the student
support, which needs an intellectual efforts to
provide them with appropriate needs and guide students to become active and creative
members in the university, their profession, and community. This research aims to
find out what is the impact of electronic courses (e-courses) in instructional support,
to increase medical students’ enthusiasm. Across sectional
descriptive analytical study conducted in King Saud University, Riyadh, Kingdom of Saudi
Arabia (KSA), the study population was undergraduate radiological sciences
students. A well-designed questionnaire was distributed
to students and then received their feedback. In the first part of the course, they exposed to traditional methods, while in the remaining part, the e-learning and interactive lectures were introduced. Statistical analyses were performed
with Statistic Package for Social Science (SPSS software
version 20). Out of 50 students, 31 (62.0%) preferred the interactive
power points files,
33 (66.0%) more enthusiastic to
use learning management system (LMS) to find out their course contents.
Regarding the level of students satisfaction in different types of pre-test, 30 (60.0%) students were unsatisfied when using paper and pen
style, while 38
(76.0%) were satisfied when
performing an electronic tests. Twenty-nine (58.50%)
favoured an interactive mind map for each lecture contents. Majority of students decided
that both classical and electronic instruction methods offer usable and relevant
support for students. In conclusion, the e-courses offer the opportunity to integrate
teaching, learning, and assessment which play a
vital role in instructional support, to increase medical
students’ enthusiasm. The web utilization supports both faculties and students with a very strong and dynamic communication
method, to set up a vital learning community. The e-courses provide students with multiple ways to prove mastery, offer more
options and opportunities for presentation and participation, become creative and critical thinkers, and continue self-directed learning.
KEYWORDS
component, e-courses, instructional support, radiological sciences, medical students’ enthusiasm
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