Abstract
Background: Videoconferencing technology reduces time and costs between remote locations, fill gaps in teaching services, enables meetings that would not be possible due to prohibitive travel costs, and improves access to learning Aim: To explore the effectiveness of the theoretical module of PDFM (Professional Diploma of Family Medicine) in Sudan delivered via distant learning compared to that of PDFM in Egypt delivered via conventional learning by comparing the achievement level in the post-theoretical-module exam and the results of the exam analysis. Methods: This comparative study was conducted from November 2014 to April 2015. In PDFM Egypt and Sudan, the theoretical part was delivered via face-to face learning and synchronous videoconference respectively. The same exam was used to assess candidates' knowledge in PDFM in Egypt and Sudan at the same time. Item analysis was done to obtain item and test statistics. Also, candidates' feedback was assessed using a Web-based questionnaire Results: Thirty-two candidates (84.2%) passed the exam of PDFM in Egypt while 77 candidates (86.5%) passed it in Sudan. The reliability co-efficient of the exam in Egypt and Sudan were 0.9188 and 0.8140 respectively. There was no significant difference between the discrimination index of the exam (p value=0.074), while there was significant difference between the difficulty index; 70% of the exam questions were considered easy in PDFM Sudan compared to 40% in PDFM Egypt. Conclusion: Synchronous videoconferencing can be used to expand educational capacity and international cooperation between academic institutions in developing countries, a particular priority in the growing field of Family Medicine.
Highlights
Distance learning programs range from independent study to more formal coursework offered by various asynchronous and synchronous technologies and may include ‘‘blended learning’’ approaches combining distance education with face-to-face instruction [1]
This study is an attempt to explore the effectiveness of the theoretical module of professional diploma in family medicine (PDFM) in Sudan delivered via distant learning compared to that of PDFM in Egypt delivered via conventional learning by comparing the achievement level in the progression exam and the results of the exam analysis
While 68% of the candidates in PDFM Sudan and 21.4% of the candidates in PDFM Egypt strongly agreed that the course covered all the aspects of family practice
Summary
Distance learning programs range from independent study to more formal coursework offered by various asynchronous (email, Web) and synchronous (videoconferencing) technologies and may include ‘‘blended learning’’ approaches combining distance education with face-to-face instruction [1]. The primary drawbacks to asynchronous online learning are technical issues and the lack of interactions among students and the instructor These findings may be the reason that integration of electronic education with classroom problem solving sessions or other face to face activities is necessary (3). Videoconferencing technology reduces time and costs between remote locations, fill gaps in teaching services, enables meetings that would not be possible due to prohibitive travel costs, and improves access to learning Aim: To explore the effectiveness of the theoretical module of PDFM (Professional Diploma of Family Medicine) in Sudan delivered via distant learning compared to that of PDFM in Egypt delivered via conventional learning by comparing the achievement level in the post-theoretical-module exam and the results of the exam analysis. Conclusion: Synchronous videoconferencing can be used to expand educational capacity and international cooperation between academic institutions in developing countries, a particular priority in the growing field of Family Medicine
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