Medical Students and Their Preference for Educational Resources: A Cross-Sectional Study
Creators
- 1. Intern, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, India
- 2. Intern, Government Medical College, Amritsar, India
- 3. Professor, Department of Physiology, Sri Guru Ram Das Institute of Medical Sciences and Research, Amritsar, India
- 4. Professor and Head Physiology, Maharishi Markandeshwar Institute of Medical Sciences and Research, Mullana, Ambala, India
Description
Objectives: To identify the educational resources medical students are using for self-study. Methodology: A self-administered questionnaire was designed after a literature search and validation. It was sent to medical students through wats app and email. Students were asked about the educational resources they use, both online and traditional, resources they used while learning new concepts and when revising concepts. Whether they used question banks, smartphone applications, and reasons for attending tutorials. Results: While selecting their educational resources, 52% wanted their resource to be concept based,34% opted for clinical-based learning, 6.8% for a quick learning medium,4.4% for pre-prepared notes, and 2.8% went for question-based learning. For learning new topics, 54% of respondents prefer traditional resources (lectures, textbooks, and handmade notes) while 46% prefer e-learning platforms (smartphones apps, question banks, and online resources). For the revision of topics, 50.8% of respondents chose e-learning platforms while 49.2% prefer traditional resources. 50.8% reported attending lectures as fulfilling the importance of attendance. 73.6% of the respondents preferred lectures as an educational resource for both learning new topics and revision of previously learned topics. majority of respondents (74.4%) preferred smartphone apps as an educational resource for both learning new topics and revision of previously learned topics. 65.6% of students used you tube and 25.6% used google as an additional educational resource. Conclusion: There is a shift from a teacher-centered approach to self-directed learning and more independent learning. Students prefer blackboard teaching, yet medical faculty must bring forth technology-enhanced teaching learning, and assessment resources to stay more relevant and apropos.
Abstract (English)
Objectives: To identify the educational resources medical students are using for self-study. Methodology: A self-administered questionnaire was designed after a literature search and validation. It was sent to medical students through wats app and email. Students were asked about the educational resources they use, both online and traditional, resources they used while learning new concepts and when revising concepts. Whether they used question banks, smartphone applications, and reasons for attending tutorials. Results: While selecting their educational resources, 52% wanted their resource to be concept based,34% opted for clinical-based learning, 6.8% for a quick learning medium,4.4% for pre-prepared notes, and 2.8% went for question-based learning. For learning new topics, 54% of respondents prefer traditional resources (lectures, textbooks, and handmade notes) while 46% prefer e-learning platforms (smartphones apps, question banks, and online resources). For the revision of topics, 50.8% of respondents chose e-learning platforms while 49.2% prefer traditional resources. 50.8% reported attending lectures as fulfilling the importance of attendance. 73.6% of the respondents preferred lectures as an educational resource for both learning new topics and revision of previously learned topics. majority of respondents (74.4%) preferred smartphone apps as an educational resource for both learning new topics and revision of previously learned topics. 65.6% of students used you tube and 25.6% used google as an additional educational resource. Conclusion: There is a shift from a teacher-centered approach to self-directed learning and more independent learning. Students prefer blackboard teaching, yet medical faculty must bring forth technology-enhanced teaching learning, and assessment resources to stay more relevant and apropos.
Files
IJPCR,Vol15,Issue5,Article182.pdf
Files
(639.4 kB)
| Name | Size | Download all |
|---|---|---|
|
md5:0fedee085cbdfb4f4a1623680d89c2b8
|
639.4 kB | Preview Download |
Additional details
Dates
- Accepted
-
2023-05-20
Software
- Repository URL
- https://impactfactor.org/PDF/IJPCR/15/IJPCR,Vol15,Issue5,Article182.pdf
- Development Status
- Active
References
- 1. Davies, B.S., Rafique, J., Vincent, T.R. et al. Mobile Medical Education (MoMEd) - how mobile information resources contribute to learning for undergraduate clinical students - a mixed methods study. BMC Med Educ. 2012; 12:1. 2. Payne KB, Wharrad H, Watts K. Smartphone and medical related App use among medical students and junior doctors in the United Kingdom (UK): a regional survey. BMC Med Inform Decis Mak. 2012 Oct 30; 12:121. 3. Baudains C, Metters E, Easton G, Booton P. What educational resources are medical students using for personal study during primary care attachments? Educ Prim Care. 2013;24 (5):340-345. 4. Densen P. Challenges and opportunities facing medical education. Trans Am Clin Climatol Assoc. 2011; 122:48-58. 5. Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med. 2006 Mar; 81 (3):207-12. 6. Chonkar, S.P., Ha, T.C., Chu, S.S.H. et al. The predominant learning approaches of medical students. BMC Med Educ. 2018; 18:17. 7. Al-Hazmi A. Educational resources used by medical students in primary healthcare rotation: cross-sectional study. Pak J Med Sci. 2016;32(2):361- 364. 8. Sadeghi R, Sedaghat MM, Sha Ahmadi F. Comparison of the effect of lecture and blended teaching methods on students' learning and satisfaction. J Adv Med Educ Prof. 2014 Oct;2(4): 146-50. 9. Srivastava, Tripti K and Lalitbhushan S Waghmare. Tutorial in medical education: A review of contextual modifications. National Journal of Physiology, Pharmacy and Pharmacology. 2016;6: 494-499. 10. Joshi MP, Dharmadhikari P P, Kulkarni M. Participatory tutorial as teaching technique for medical students. J Educ Technol Health Sci. 2019;6(2):54-56. 11. Ripp K, Braun L. Race/ethnicity in medical education: an analysis of a question bank for Step1 of the unites states medical licensing examination. Teach Learn Med. 2017;29(2):115–22. 12. Y. Chtouki, H. Harroud, M. Khalidi and S. Bennani, "The impact of YouTube videos on the student's learning," 2012 International Conference on Information Technology Based Higher Education and Training (ITHET). 2012; 1-4, 13. Frehywot S., Vovides Y., Talib Z., Mikhail N., Ross H., Wohltjen H., Bedada S., Korhumel K., Koumare A. K., & Scott J. E-learning in medical education in resource constrained lowand middle-income countries. Human resources for health, 2013; 11: 4. 14. Gavali MY, Khismatrao DS, Gavali YV, Patil KB. Smartphone, the New Learning Aid amongst Medical Students. J Clin Diagn Res. 2017 May; 11(5): JC05-JC08. 15. Latif MZ, Hussain I, Saeed R, Qureshi MA, Maqsood U. Use of Smart Phones and social media in Medical Education: Trends, Advantages, Challenges and Barriers. Acta Inform Med. 2019; 27(2): 133-138. 16. Mattick K, Crocker G, Bligh J. Medical student attendance at non-compulsorylectures. Adv Health Sci Educ Theory Pract. 2007 May;12(2): 201-10. 17. Manzoor, Iram & Joya, Aneeqa & Habib, Marrium & Tariq, Sana & Elahee, Mehreen & Javaid, Iram. (2013). Lectures in medical education: students' views. Journal of Ayub Medical College, Abbottabad. 2011; 23 (4): 118-21. 18. Wynter, L., Burgess, A., Kalman, E. et al. medical students: what educational resources are they using? BMC Med Educ 19, 36 (2019). 19. Masters K, Ellaway RH, Topps D, Archibald D, Hogue RJ. Mobile technologies in medical education: AMEE Guide No. 105. Med Teach. 2016 Jun;38(6):537-49.