The effectiveness ofe-learning in the environment of named medical subjects

The effectiveness ofe-learning in the  environment of  named medical subjects  

Abstract

The paper presents an attempt to assess styles for measuringthe effectiveness and quality ofe-learning classes conducted on the base of theselected medical subjects at the Faculty of Health lores of Medical Universityof Bialystok. Presented are the most important rudiments that should be usedin the study of the quality and effectiveness ofe-learning. The effectiveness ofe- literacy ranged from 76 to 82 according to Kirkpatrick’s model. also, thee-learning system of tutoring was rated by scholars as more accessible andeasier due to nonstop access to interactive literacy accoutrements.

Introduction

Lately, new forms and styles of tutoring are decreasingly used ineducation at the academic position. Traditional tutoring styles( lectures, forums ) are, in numerous cases, replaced or supplemented by distantmethods.They include interactive multimedia donations, flicks, sound recordingsand computer robustness and others. Educational content is transmittedvia the Internet or locally via intranet orextranet.Higher educational courses related to medical disciplines similar as nurs- ing, midwifery, activity, exigency drug bear scholars to mama - ster the wide range of information in numerous medical fields. Traditional lec- tures or forums are generally limited to place and time. That makes assimi- lation of knowledge frequently delicate and shy. Distant literacy forms( likee-learning platform class LMS/ LCMS) give differentopportunities.ISBN 978 – 83 – 7431 – 273 – 8 ISSN 0860- 150X 159 Wiesław Półjanowicz, Robert LatosiewiczThe content is delivered by means of ultramodern forms of communication andthroughout a wide range of time. It provides the occasion to make studymore effective. A well sete-learning course contains an applicable se- lection of moralistic material and forces scholars to perfecting their efficiencyin the educational process. The particularity of medical studies requires manypractical chops that are hard to be replaced bye-learning form ofactivity.But numerous rudiments of theoretical knowledge can be successfully transmittedin a form of distant literacy( 1, 2, 3, 4). In the composition, the authors essay to assess the effectiveness and qualityofe-learning courses conducted on the base of the named medical subjectsat the Faculty of Health lores, Medical University of Bialystok, Poland.

material and methods

The study was conducted among 325 full- time, alternate degree scholars of Medical University of Białystok, in the Faculty of Health lores. The disquisition was approved by the Regional Committee for Medical Research Ethics, and all scholars gave their concurrence before participation. For the purposes of exploration four subjects in the form of distant literacy(e-courses) have been prepared. They were obstetrics, gynecology and obstetrics- gynecology nursing, ophthalmology and ophthalmic nursing, recuperation of visual organ and remedial massage. The scholars of each group( subject) were divided into two groups within the same subject. One group had a distant model of education, grounded one-learning platform enforced on the class LMS/ LCMS( Moodle) system( Figure 1). The alternate group had classes in the traditional model of education( control group). sisted of three corridor sociodemographic data, opinions about the conditioning carried out and opinions about the effectiveness of education. For each subject final examinations were conducted in form of a single- choice test contemporaneously in both groups. Professional knowledge in both groups was compared by assessing final scores ranging from 2( bad) to 5( veritably well). Degree of satisfaction with the named conditioning( process of tutoring, material vacuity,etc.) was assessed using especially designed questionnaire. The computer software package Statistica9.0 PL( StatsoftInc., Poland) was used for the data analysis. A p<0.05 was considered statistically significant.

Efficiency and quality of teaching

The traditional process of  tutoring of medical  scholars is a complex  process  conforming of several essential  rudiments theoretical( lectures,  forums ), practical and specialist courses(  substantially clinical). Some  factors of  this process can be replaced by the formula ofe-learning. This means that  a well  sete-learning course is  suitable to ameliorate the traditional  tutoring  process in the field of  drug. But the question remains how effective are  these changes?  An important factor in assessing the quality of education is its  effectiveness. In the evaluation of the effectiveness of distant learning a model of  an “e-course ” is generally  enforced, in which the  tutoring material is  placed as separate assignments on an IT platform in an electronic format.  The quality of education consists of  substantial and methodological  content of  tutoring accoutrements  and learning purposes compatible with the   named model of  tutoring a model of traditional ore-learning. In the case  of an on- line model, it's important to add specialized aspect of informatics   results(  trustability, functionality, ease of use of thee-learning  system).  The effectiveness of education is  generally understood as the degree of  fulfillment of educational  pretensions. Effectiveness of  tutoring can also be defined  as an  enhancement in the performance of a chosen  exertion. The result of  education is mastery in new content, that's the capability to acquire knowledge (  quantum of knowledge absorbed per unit of time for the total  quantum of  knowledge). It can be measured by a diapason of different tests, colloquies  and speeches to the forum( 5).  The growth in knowledge can be calculated according of the following  formula  160 

 Results and discussion

  In the study dominated  scholars from  metropolises of  further than 80 thousand   occupants( table I). All the persons from thee-learning group had  nonstop access to the Internet, while among the 173 people in the control  group only 22 persons( 12) didn't have  endless access to the Internet.  diurnal use of the Internet declared  further than 68 of the  scholars in both  groups.Similar results were  attained with final examinations in both groups  with a slight ascendance  of the average conditions in groups ofe-learning  at the mean  position of0.23 pts, which was statistically significant( p<0.05).  The difference was  substantially apparent in the subject – obstetrics, gynecology and  obstetrics- gynecology nursing(0.33 pts), which was statistically significant ( p<0.05). There was no statistically significant difference between both  groups in two subjects related to ophthalmology(0.12 pts, p>0.05).  Slightly advanced average final score difference(0.2 pts.) was  attained in the  group of traditional  system in the subject  remedial massage. Still,  it wasn't statistically significant( p>0.05).  All the  scholars( 100) of thee-learning group declared their  amenability to  share in this  system of  tutoring again while only 62  scholars of the traditional group were interested in this  system. Degree of  medication of the  literacy content has been rated good and  veritably good  by 96 of  scholars in the group ofe-learning and by 93 in the traditional  group. Inversely high was rated the possibility of distant  literacy  styles  to enhance the effectiveness of education( 94  scholars ofe-learning group  91  scholars of traditional  system). E-learning  system as a way to widen the knowledge and chops of  scholars  appreciatively  estimated 93 repliers from thee-learning group.  The effectiveness of  literacy can be presented in two ways educational and  fiscal( 9). Educational dimension is, inter alia, an increase in  knowledge of the pupil. In this study thee-course  scholars flashed back   better theoretical knowledge of the course( 68 compared to 63 in the  traditional  system). The effectiveness of thee-learning process was as high  as 90 in thee-learning group, which can be related to good availability  of thee-learning platform and the readability of educational accoutrements  placed there. The  fiscal aspect is the cost( meaning relationship between  of acquired knowledge and the  perpetration cost) has not been performed yet.  Our results indicate a high  position of  utility ofe-learning classes. High  fashionability of thee-learning form may affect from  endless and interactive access to the knowledge offered in the on- line course( assignment, quiz, task,   exertion SCORM, and forum). A pupil may  constantly  relate to the  preliminarily anatomized issue, which eases  literacy and acquiring knowledge, and  also checking his/ her knowledge in the area( 1, 2).  The  attained results allow us to conclude that  farther development of  distant education can be a  veritably good form which will condense traditional education rather than replace it  fully. It's essential to continue   fresh  exploration and analysis in this area and  bandy the problem of ef164  The effectiveness ofe-learning in the  environment of  named medical subjects  ficiency and quality ofe-learning in advanced education, especially in terms of  widening  literacy  openings for people studying in medical fields. 

Conclusions

1. Grounding on the performed analysis it can be concluded that the effectiveness ofe-learning ranged from 76 to 82 according to Kirkpatrick’s model. 2. Thee-learning system of tutoring was rated by scholars as more accessible and easier due to nonstop access to interactive literacy accoutrements . 3. Automated testing of knowledge enforced on thee-learning platform encourages scholars to regular work and tone- study. 4. Substantively and methodologically well set moralistic accoutrements presented full- time on thee-learning platform increase the occasion to prepare scholars themselves for final examinations in the separate fields of knowledge. R E F E R E N C E S 1) PółjanowiczW., LatosiewiczR., NiewińskiA., MilewskiR.E-learning in scholars ’ education in Medical University of Bialystok. Bio-Algorithms and Med- Systems. Medical College, Jagiellonian University, 2009; 5111 – 115. 2) PółjanowiczW., LatosiewiczR., Kulesza- BrończykB., PiekutK., KaliszA., PiechockaD.I., TerlikowskiS.J. relative analysis ofe-learning and traditional tutoring styles in the field of nursing in the Medical University of Bialystok. The chosen aspects of woman and family’s healthVol. 2,s. 94 – 104, Bydgoszcz 2010. 3) PółjanowiczW., CitkoU. Wykorzystanie b- learningu w kształceniu studentów informatyki Uniwersytetu w Białymstoku. Fenomen Internetu. Szczecin, 2008; – 574. 4) HylaM. Przewodnik poe-learningu, Oficyna Ekonomiczna, Kraków 2005. 8) Ryl- ZaleskaM. Metody oceny efektywności kształcenia on- line, http//www.e-edukacja.net/ referaty/ 9e-edukacja.pdf. 9) MischkeJ., StanisławskaA.K. Jak ocenić jakość i efektywnośće-nauczania? COME UW, 2006.

Wiesław Półjanowicz, Robert Latosiewicz Wiesław Półjanowicz Department of Applied Informatics in Education Institute of Computer Science University of Białystok wpoljan@uwb.edu.pl Robert Latosiewicz Department of Rehabilitation and Physiotherapy Medical University of Lublin rlatos@piasta.pl