Assisted e–learning computer program as a teaching–learning resource on human embryology

Dr. T Vijay Sagar; Dr. S Viveka

Volume : V, Issue : XII, December - 2015

Assisted e–learning computer program as a teaching–learning resource on human embryology

Dr. T Vijay Sagar, Dr. S Viveka

Abstract :

Objectives: The utility and reception of a self–explanatory, multimedia rich, e– learning computer application as an alternative resource for teaching–learning in human emyology was evaluated. Methodology: After taking institutional ethics clearance and written informed consent, all first year medical undergraduate students were included in the study. An e–learning computer application on human emyology was prepared. A teaching faculty member was present during the e–learning session to assist in the learning process. The usefulness of this resource in emyology was assessed through Kirkpatrick’s four levels of evaluation model. The results were compared with interval assessment results from the previous batch of students who were taught emyology via the traditional method of didactic lectures. Results: Questionnaire analysis: 98% of students strongly agreed that the e–learning module was extremely beneficial for learning emyology. The mean score favouring this method in comparison to traditional methods was 4.58 (±0.65) out of scale 5. Interval assessment results: There was a significant improvement in mean scores from first to third assessment (from 3.7 to 5.88). Practical viva marks evaluating the students’ ability to identify key structures in the museum specimens and models showed improvement. Comparison with previous batch: The study group showed a statistically significant improvement in performance as compared to the previous batch which was taught via the traditional teaching learning methods. Conclusions: Student reception of assisted e–learning emyology program was excellent. It resulted in a better understanding and assimilation of emyology concepts as evidenced through theory and practical interval assessments. Though the process of prepå an e–learning module is laborious and time consuming, once prepared, the expert knowledge is captured for repeated use with subsequent batches. A multimedia rich e–learning program makes learning more interesting, interactive and immersive. Minor modifications in the e–program can be easily incorporated subsequently.