Abstract
ObjectivesTo investigate medical students´ utilization of and problems with a learning management system and its e-learning tools as well as their expectations on future developments. MethodsA single-center online survey has been carried out to investigate medical students´ (n = 505) usage and perception concerning the learning management system Blackboard, and provided e-learning tools. Data were collected with a standardized questionnaire consisting of 70 items and analyzed by quantitative and qualitative methods. ResultsThe participants valued lecture notes (73.7%) and Wikipedia (74%) as their most important online sources for knowledge acquisition. Missing integration of e-learning into teaching was seen as the major pitfall (58.7%). The learning management system was mostly used for study information (68.3%), preparation of exams (63.3%) and lessons (54.5%). Clarity (98.3%), teaching-related contexts (92.5%) and easy use of e-learning offers (92.5%) were rated highest. Interactivity was most important in free-text comments (n = 123). ConclusionsIt is desired that contents of a learning management system support an efficient learning. Interactivity of tools and their conceptual integration into face-to-face teaching are important for students. The learning management system was especially important for organizational purposes and the provision of learning materials. Teachers should be aware that free online sources such as Wikipedia enjoy a high approval as source of knowledge acquisition. This study provides an empirical basis for medical schools and teachers to improve their offerings in the field of digital learning for their students.
Highlights
The goal of medical educational curricula is to provide students with knowledge and the clinical competence to treat patients at the best state-of-the-art; wherever possible, in an evidence-based manner.[1]
The most popular online sources for the acquisition of knowledge, which were used “very often” or “often”, were Wikipedia (74%) and lecture notes provided by the medical school faculty (73.7%), followed by medical online portals (57.8%)
Provision of e-learning elements via learning management systems (LMS) is one of the key factors for a successful introduction and both effective and persistent usage of digitally supported learning concepts in medical education. 4,7 This single-center survey enlightened some aspects of interest in a comprehensive approach concentrating on studentsuse of a LMS and its e-learning tools as well as assessing their needs concerning those offerings on a medical school level
Summary
The goal of medical educational curricula is to provide students with knowledge and the clinical competence to treat patients at the best state-of-the-art; wherever possible, in an evidence-based manner.[1] Up to the end of the last century, medical undergraduate education consisted mainly of face-to-face teachings, such as lectures, or self-directed use of paper-based books or lecture notes.[2] With the rise of the internet, the former options have been expanded by a new mediation of knowledge via digital online-supported teaching and learning scenarios (e-learning) and thereby become part of most modern medical undergraduate curricula.[3,4,5] The use of online-provided learning features and tools with its 24/7 availability and the possibility to offer more features than textbooks is very popular among students.[3,4,5] E-learning has become a self-evident offering in modern medical faculties,[6] and it is compulsory implemented into medical curricula.[7] Some e-learning scenarios provide uni-directional information for online use or downloads (e.g. lecture notes, presentations etc.),[5] whereas others integrate highly interactive tools like radiological
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