Electronic Learning in Undergraduate Medical Education

Both groups were evaluated according to their correct response rates.Results: The video-based learning increased the correct response rates by 25 fold for more than five questions (OR: 25, p=0.0001) and increased the correct response rates by 10 fold for more than seven questions (OR: 10, p=0.0001).Conclusion: In this study, video-based learning was found more successful than the text-based learning as a learning method.

📌 3 Key Takeaways

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Objective & Hypothesis:Objective: This study was designed to assess the impact of elec-tronic education on students' learning levels and to compare the video-based electronic learning with text-based learning among medical faculty students.Materials and Methods: This study was conducted as a single center, cross-sectional study.

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Key Findings & Data:Each group had 100 students.

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Conclusion & Impact:Both groups were evaluated according to their correct response rates.Results: The video-based learning increased the correct response rates by 25 fold for more than five questions (OR: 25, p=0.0001) and increased the correct response rates by 10 fold for more than seven questions (OR: 10, p=0.0001).Conclusion: In this study, video-based learning was found more successful than the text-based learning as a learning method.

🔬Design:Research Article

📍Scope:Comprehensive Sample

⚙️Variables:Video temelli öğrenme · metin temelli öğrenme · tıp eğitim

Abstract

Objective: This study was designed to assess the impact of elec-tronic education on students' learning levels and to compare the video-based electronic learning with text-based learning among medical faculty students.Materials and Methods: This study was conducted as a single center, cross-sectional study. All of the volunteers were fourth year students of the medical faculty. All students were randomly divided into two groups. Each group had 100 students. In group 1, all students were educated by video-based electronic learning about wound healing, and in group 2, all students were educated by standard lectures from textbook. Both groups were evaluated according to their correct response rates.Results: The video-based learning increased the correct response rates by 25 fold for more than five questions (OR: 25, p=0.0001) and increased the correct response rates by 10 fold for more than seven questions (OR: 10, p=0.0001).Conclusion: In this study, video-based learning was found more successful than the text-based learning as a learning method.

Özet

Amaç: Bu çalışma, tıp fakültesi öğrencileri arasında elektronik eği-timin öğrencilerin öğrenme düzeyleri üzerindeki etkisini değerlen-dirmek ve video tabanlı elektronik öğrenmeyi metin tabanlı öğren-me ile karşılaştırmak için tasarlanmıştır.Gereç ve Yöntem: Bu çalışma tek merkezli, kesitsel bir çalışma olarak yapılmıştır. Gönüllülerin tamamı tıp fakültesinin dördüncü sınıf öğrencileridir ve tüm öğrenciler rastgele iki gruba ayrıldı. Her gruba 100 öğrenci dahil edildi. Grup 1'de tüm öğrencilere yara iyi-leşmesi hakkında video tabanlı elektronik öğrenme ile eğitim veril-di ve 2. gruptaki tüm öğrenciler ders kitabından standart derslerle eğitildi. Her iki grup da doğru yanıt oranlarına göre değerlendirildi. Bulgular: Video tabanlı öğrenme, beşten fazla soru için doğru yanıt oranlarını 25 kat arttırırken (OR: 25, p=0.0001) yediden fazla soru için 10 kat arttırdığı tespit edilmiştir (OR: 10, p=0.0001).Sonuç: Bu çalışmada video temelli öğrenme, bir öğrenme yöntemi olarak metin temelli öğrenmeye göre daha başarılı bulunmuştur.

Keywords

Video temelli öğrenme metin temelli öğrenme tıp eğitim doğru yanıt oranı Video-based learning text -based learning succsess medical education correct response rate

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Cite This Article

ÖZÇINAR, B., ABBASOV, A., OZTURK, A., TUTAL, F., SENER, L. T., AKSAKAL, N., KARA, M., ALBUZ, Ö., ERBİL, Y. (2021). Electronic Learning in Undergraduate Medical Education. Experimed, Cilt: 11 - Sayı: 1, 45–48. https://ajindex.com/articles/142753

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