ABSTRACT
Background : COVID-19 has made a series changes in all system of life especially in education. As a result, education has changed dramatically with the distinctive rise of e-learning. The present study was aim to examine the preference and perception of MBBS student on newly introduced online live video classes. Methods:An online questionnaire survey consisting of closed and open-ended questions on nine different categories such as accessing online video content, previous experience with online learning, interaction with video lectures addressing the content, duration, visualize, timings and screen size, perceived learning experience, the online content learning assessment methods and the experience with the online learning management system.Two hundred and thirteen undergraduate medical students were participating in this study. And it was conducted by the large medical institution in Andhra Pradesh. Results: The e-learning methods were encouraged and its gaining popularity among the medical students and faculty. Our analysis shown 97.7% students were highly satisfied and 2.3% were not satisfied with online classes on comparison to the traditional methods of learning. Conclusions:The teaching method and teachers support are the pivotal elements which enable online learning experience with a mutual relationship. Furthermore, the usefulness and acceptability of e-learning among medical students as a part of their curriculum is still not fathomed in medical education.
ABSTRACT
In order to utilize the results of genetic tests for mental and behavioral changes aimed at disease prevention, it is important to acquire the right knowledge about genetic information. Learning the basics of genetic testing and information at school may help in taking adequate precautions against illness. In this study, to improve the knowledge on central dogma (flow of genetic information) and mutation, which are the basics of genetic testing, among children in the upper grades of elementary school, we devised an illustrative video and conducted educational activities through a test-linked illustrative video lecture (TLIV lecture). In addition, the degree of comprehension and the effectiveness of the TLIV lecture were evaluated using tests conducted before and after the lecture. Both fifth and sixth graders showed a low level of comprehension (50 points or less) before the lecture. On performing the same test after the TLIV lecture, both groups showed a high degree of understanding (65 points or more), a significant increase. From the above results, it was shown that the TLIV lecture that we devised could be used as an effective tool for improving knowledge on the above-mentioned content for fifth graders and above.
ABSTRACT
To acquire “practical abilities in community health and medical care”, it is necessary to understand the work tasks in the context of welfare and working care facilities and smoothly promote inter-professional work. It is considered that the time when pharmacy students fully understand the outline of “group home”, which is one of the working care facilities, is during the class or practical training period. Therefore, we conducted a questionnaire survey in the context of 4-6th grade students. In addition, to improve the knowledge of students with insufficient comprehension, video lectures were created; comprehension was evaluated in both pre-post-tests. Furthermore, the effectiveness of the video lecture was evaluated based on the analysis of the students’ understanding. The most common cognitive methods and periods for both 4th and 6th graders were “friends/family” and “before entering university”, respectively. As a result of the pre-test, the correct answer rate of each item and the total average score （50.0% and less than 50.0 points, respectively） suggested a low level of understanding regardless of the grade. On the other hand, the correct answer rate of each item and the total average score （70.0% and 70.0 points or more, respectively） in the post-test showed a high degree of understanding; further, they were significantly increased compared to those with respect to the pre-test, indicating the effectiveness of the video lecture. From the above results, we devised a test-linked video lecture that can be used as an effective tool for the understanding of the outline of “group home”.