Résumé
Background: The most common teaching method in medical institutes in India and throughout the globe is standard lesson-based teaching. E-learning is the use of internet technology to facilitate conscious learning and increase knowledge and competences, notably during the COVID-19 epidemic. Aim and Objectives: The aim of study was to develop a module for an interactive disease-based e-learning teaching session to impart knowledge to undergraduate medical students regarding the microbiological diagnostic techniques for enteric fever/the given organism with objectives of the study was (i) to investigate how Phase II MBBS students feel about e-learning; (ii) to evaluate the impact of this intervention on students; and (iii) to encourage application of this imparted knowledge and skill for rapid, precise, and early diagnosis of the disease. Material and Methods: The research was conducted at the department of microbiology. This was done for the session 2020–2021 of Phase II undergraduate students. All the second professional MBBS were enrolled in the study n = 229 and were better informed about the definition of e-learning. The course material was provided in the form of PowerPoint presentations, questionnaires, and text questions using Google Docs. Students provided feedback in the form of a semi-structured pre-validated set of questions at the conclusion of the week, and the collected data were quantitatively analyzed. There were both closed-ended and open-ended questions in the survey. Results: The results of the feedback questionnaire revealed that the program was of benefit to the students. Nearly 77% of students felt the new teaching and learning method enhanced their grasp of the courses and that the issues presented were important to them. Conclusion: The students responded in a positive way to the new teaching and learning method. It was informative, applicable, and effective to the students. It also increased the level of communication and feedback between teacher and students. To conclude, in the medical program, e-resources may be used to enhance conventional lesson-based instruction.
Résumé
Introducción: en la actualidad, las tecnologías de la información han modificado la relación entre los diferentes factores que inciden en el rendimiento académico. Dentro de las herramientas virtuales disponibles, los Grupos de Google fueron seleccionados para su aplicación, bajo la hipótesis que su uso permite mejorar el aprovechamiento de los estudiantes durante el curso y a su vez mejorar sus calificaciones. Objetivo: comparar las calificaciones obtenidas en dos grupos de estudiantes de Medicina que cursaron la asignatura de genética. Métodos: un grupo que utilizó las herramientas virtuales de los Grupos de Google y el otro grupo en el cual no se utilizó estas herramientas. Resultados: al comparar las calificaciones en ambos grupos, el resultado confirmó nuestra hipótesis, pues se observó mayor rendimiento académico en los estudiantes que utilizaron las herramientas virtuales de los Grupos de Google. Conclusiones: el uso de las tecnologías conlleva a un cambio en la dimensión gnoseológica de la actividad educativa, cambio que aún adolece de una base metodológica acabada. Los resultados obtenidos en este estudio sugieren que el uso de Tecnologías de la Información y Comunicación en la enseñanza de las Ciencias Médicas, como las herramientas virtuales de los Grupos de Google, aumenta el rendimiento académico en estos estudiantes(AU)
Introduction: Today, information technologies have changed the relationship between the different factors that influence academic performance. Within the available virtual tools, the Google Groups were chosen for their application, under the hypothesis that their use allows to improve the students' use during the course and, in turn, improve their marks. Objective: To compare the marks obtained in two groups of medical students who studied the subject of genetics. Methods: A group that used the virtual tools of Google Groups and the other group, in which these tools were not used. Results: When comparing the marks obtained by both groups, the result confirmed our hypothesis, as it was observed greater academic performance in the students who used the virtual tools of the Google Groups. Conclusions: The use of technologies leads to a change in the gnoseological dimension of educational activity, a change that still suffers from a finished methodological basis. The results obtained in this study suggest that the use of information and communication technologies in the teaching of medical sciences, as the virtual tools of the Google Groups, increases the academic performance in these students(AU)