The COVID-19 pandemic prompted a shift to online learning in medical education. This transition led to significant findings supporting the continued use of e-learning to enhance medical students’ learning experiences. A study was conducted to assess the benefits of high-quality e-learning for medical students. The primary focus was on analyzing knowledge gain and self-rated benefits after exposure to e-learning. The research spanned three years and involved 1,546 students across two medical programs.
E-learning, defined as the use of electronic technology to facilitate learning, has become increasingly prevalent in medical education. The need for well-trained healthcare professionals, the rise of flipped classrooms, and the demand for enhanced student satisfaction have driven the integration of e-learning in medical curricula. Various studies have highlighted the adaptability and acceptance of online classes among students and professors, paving the way for a blended approach to curriculum delivery.
Medical education is evolving to equip graduates with digital competencies essential for modern healthcare practices. E-learning complements traditional teaching methods by providing access to a diverse range of information and fostering self-directed learning. Despite its benefits, challenges exist in fully integrating e-learning into medical education due to a lack of robust scientific evidence supporting its effectiveness compared to traditional teaching methods.
As students face increasing time constraints and technological demands, educators must tailor learning experiences to meet evolving needs. The incorporation of technology into medical curricula offers personalized learning opportunities and enhances student engagement. Short-term benefits of e-learning include knowledge acquisition, digital literacy, and concept reinforcement, while long-term benefits encompass knowledge retention and application, as well as metacognitive advantages.
The study evaluated the short-term benefits of e-learning through standardized assessments and self-evaluations. Results indicated a significant increase in students’ self-rated benefits and understanding, along with improved knowledge gain across different quartiles. The courses, delivered through an online platform, featured diverse instructional materials and assessments to enhance student engagement.
Despite the positive outcomes observed, challenges remain in the widespread adoption of e-learning in medical education. Addressing funding constraints, technological barriers, and educational support are crucial for successful implementation. The study underscores the potential of e-learning to enhance medical education by offering flexible, engaging, and effective learning experiences for students.
In conclusion, the study highlights the benefits of integrating high-quality e-learning into medical curricula to complement traditional teaching methods. By leveraging e-learning resources, medical educators can enhance student satisfaction, knowledge acquisition, and overall learning outcomes. The findings underscore the importance of evaluating and refining e-learning practices to meet the evolving needs of medical students in a digital age.
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