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Novel Practices in Medical Study

Integration of Electronic Education Methods in the Practice of Higher Medical Education

D Avierin, V Zavizion, I Bondarenko, M Hojouj* and A Prokhach

Department of Oncology and Medical Radiology, Dnepropetrovsk Medical Academy, Ukraine

*Corresponding author: Hojouj Mohammad, Dept Oncology and Medical Radiology, Dnepropetrovsk Medical Academy, Ukraine

Submission: March 03, 2020; Published: March 06, 2020

Volume1 Issue1
March 2020

Opinion

The Medical Education in Ukraine is one of the leading science branches in the National Education System. The level of Medical Education has been declining significantly and differs from methodological in other developed countries since the 1990s. The Bologna’s system of education is set as adapted and legitimate. It has been implemented inconclusively. International students testing has been shown a significant difference in between Ukrainian university. However, for students who had been entering since 2016, a new master-degree program was developed in which should remarkably change the level of medical competences and the methodology of Higher Medical Education in Ukraine. Future doctors will face the problem of reducing the number of credits, and their hours for study of certain disciplines in particular Oncology. The department’s staff had faced with the fact of reducing and necessary to adapt the curriculum for the assigned hours. Types of problems that lead to hours cutback: A. Discrepancy to the hours of the educational process to themes

B. Students lack sufficient time to study disciplines

C. The student knowledge were being assessed difficult, not plenty satisfactory,

objectively, and accurately

Aim

Our purpose of this work are:

A. Integrate e-learning as much as possible into the fifth year

B. Change and adaptation of discrepancy of the educational process time of the topics during our lessons

C. To develop a system to the fairest assessment students

D. Assess the time spent by students and teachers on the learning process

Results

We decided to convert our Oncology department to electronic form as much as possible. This is due to the rapid spread of e-learning in the world. In inclusion, the amount of employers and the actual bias-factors will decrease. A website has been developed in which the 5th year students will have all the necessary materials regarding there homework and selfstudy. A platform has been also developed and adapted for the students and the department staff. The implementation of electronic resources significantly saves students time to study the discipline, and teachers to help assess their knowledge. At the same time, e-learning outstandingly increases the ability of the students. The assimilation tasks of the American and European level into the platform is rather a difficult duty for the department staff because of the difficulty in finding analogues like as in the public domain. Eight classes for practical lessons had been developed and corresponded to the theme of the classes with teachers. Each class will have homework with a calculation of about 150 minutes of independent work concerning each student. Each class has a format that consists of 4 main parts. The information had been designed in such a way that the need for reading textbooks is minimal, targeted search for information prevails, and it is based on the most fundamental sites of our discipline (Figure 1).

Figure 1:


The decision has made that we should not set a specific deadline for completing tasks. The only deadline is the completion of all tasks one day before the school year ends. Students are required to comply with all the rules of academic honesty since we are shortening amount for plagiarism. Some tasks for students are require vast knowledge in the field of medicine (Pharmacology, General Pathology and Radiology). The performance on this is being involved by discussing these assignments with the teachers. In addition, some of the tasks are being answered in the lectures by their teachers.

Upon gaining access to the first class “Basics Science and General Oncology”, students get acquainted with all platforms and resources for a productive search of information for the most accurate and quick answering of the classes tasks (looking presentations for the understanding of 5 basic information search databases). However, a significant problem is that these bases are in English. With the average number of students who have English knowledge is at an average level and above less than 20%. Therefore, we need to tell students how to translate the information that will be received.

Each class on the Google platform has 4 main parts:

A. The latest scientific and medical information based on the principles of evidence-based medicine. This type of assignment is not evaluated and is having just an informational and introduction goal. Answers to all of the following assignment can be found in this block.

B. It’s having basic work, which include tests of the Ukrainian STEP-2 type or tasks with simple answers. These duties have a binary degree of assessment (passed / not passed).

C. An advanced level task, which includes IFOM testing (IFOM - an exam on the International Fundamentals of Medicine), clinical tasks (clinical case method) with a detailed and reasoned answer. This block is rated up to 10 points for each task. As a rule, this type of question requires a condition and several answer options, and the student is required to choose the most correct one. In his opinion, he could make a debate. This is an argument that accounts for 80% of the estimate.

D. Feedback is last part of all classes. This section helps the teachers to adapt the complexity of the duty to find out which tasks are the most difficult for students, and to focus on them during practical exercises. This section is optional and is not rated.

Total score is based on the maximum number of points and is displayed in the teacher’s account as a percentage. Based on the standard interval distribution points of STEP-1/2. Students who receive more than 90% for the class have a rating of “excellent”, and the other students who have from 75 to 89% - “good”. The minimum percentage of responses to class assignments is a threshold of 60%. Students who did not score the minimum number of points, or did not complete the class at all, they are went to work out the topic they missed with the Associate Professor. We also faced the problem of cheating among a group of students. The problem has solved by the fact that we check the answers through plagiarism assessment platforms. If the student’s response is plagiarized or completely written off from another student, they would have a minimum score 2-4 points. If some students have cooperative works (like plagiarize) is given a minimum score is given to both students (and all students who have same works).

Figure 2:


The second step of assessing students’ knowledge and skills is written a part of history of Oncological patient. We are the first department in our academy, which has done this process into the smartphones to our students. When was filling the form out on a paper version of this assignment, students spent an average of 100 minutes describing all the points of form (Figure 2). In addition, very often checking these sheets was difficult due to parsing handwriting and time costly. The average time spent checking 30 works was 180 minutes. When we had integrated the electronic type of curation, students spend an average of 45 minutes writing all the data onto the form, and the teacher can check 30 works in 20 minutes period. Students’ score curation forms has not changed and is based on a five-point assessment system. We can save time for the lecture presentation for the discussion of fundamental Oncology, and other clinical cases or conducting intermediate testing on the Socrative platform to evaluate studied material. To evaluate the effectiveness, we had done a short test of 20 questions that were based on the national STEP and the international IFOM-test database. In equal samples of 80 students there were such results. The average STEP test scores were 71% versus 89%, and iFOM 30% versus 61%, respectively, in the samples without e- learning integration.

Conclusion

We had integrated the website, the Google classroom platform, the form of curation, online testing, and an electronic rating journal into our practice. We had able to develop a more effective training program. We are having the results of testing our students better after coordinating e-learning. The time spent had been estimated of the students and teachers on the learning process. One last point of view that the development of these methods should be implemented at all stages of Higher Medical Education.

© 2020 M Hojouj. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and build upon your work non-commercially.



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