Medical student needs for e-learning: perspectives of the generation Z
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Purpose: To understand medical students’ perceptions and needs for e-learning to provide e-learning tailored to the needs of the generation Z students. Methods: A focus group interview was conducted of 30 students in various years of study from five medical schools in South Korea. Subsequently, participants were also surveyed on their perceived importance of and satisfaction with e-learning. Finally, log data from the e-learning portal were analyzed to investigate medical students’ actual use of e-learning. Results: Participants favored multimedia learning resources and found them useful for studying subjects that could not be easily grasped by reading textbooks alone. Participants preferred video resources, and the most popular resources at the portal were also videos, where the most frequent search or browsing were on those that demonstrated physical examinations and clinical procedures. Participants particularly preferred resources recommended or created by medical faculty as credible sources of information. Participants favored short video clips and preferred them to be segmented into detailed topics. Participants also suggested more detailed categorization of resources for easier access to the contents that are highly relevant to their learning needs. Conclusion: This study highlights the needs for an e-learning environment closely aligned with the practices and preferences of today’s students and the importance of medical teachers’ role as resource developers. Suggestions for the design and development of e-learning for more convenient browsing and searching of resources highly relevant to student’s learning needs are discussed.
Abstract
Purpose: To understand medical students’ perceptions and needs for e-learning to provide e-learning tailored to the needs of the generation Z students. Methods: A focus group interview was conducted of 30 students in various years of study from five medical schools in South Korea. Subsequently, participants were also surveyed on their perceived importance of and satisfaction with e-learning. Finally, log data from the e-learning portal were analyzed to investigate medical students’ actual use of e-learning. Results: Participants favored multimedia learning resources and found them useful for studying subjects that could not be easily grasped by reading textbooks alone. Participants preferred video resources, and the most popular resources at the portal were also videos, where the most frequent search or browsing were on those that demonstrated physical examinations and clinical procedures. Participants particularly preferred resources recommended or created by medical faculty as credible sources of information. Participants favored short video clips and preferred them to be segmented into detailed topics. Participants also suggested more detailed categorization of resources for easier access to the contents that are highly relevant to their learning needs. Conclusion: This study highlights the needs for an e-learning environment closely aligned with the practices and preferences of today’s students and the importance of medical teachers’ role as resource developers. Suggestions for the design and development of e-learning for more convenient browsing and searching of resources highly relevant to student’s learning needs are discussed.
참고문헌 (22)
- Seemiller C, "Generation Z goes to college" (2016), Jossey-Bass
- Stillman D, "Gen Z @ Work: how the next generation is transforming the workplace" (2017), HarperCollins
- Eckleberry-Hunt J, "Is medical education ready for generation Z?", J Grad Med Educ, 10(4), pp.378~381 (2018)
- Shorey S, "Learning styles, preferences and needs of generation Z healthcare students : scoping review", Nurse Educ Pract, 57, pp.103247~ (2021)
- Lerchenfeldt S, "Twelve tips for interfacing with the new generation of medical students : iGen", Med Teach, 43(11), pp.1249~1254 (2021)
- Seemiller C, "Generation Z : educating and engaging the next generation of students", About Campus, 22(3), pp.21~26 (2017)
- Twenge JM, "iGen: why today’s super-connected kids are growing up less rebellious, more tolerant, less happy: and completely unprepared for adulthood" (2017), Atria Books
- Dost S, "Perceptions of medical students towards online teaching during the COVID-19 pandemic : a national crosssectional survey of 2721 UK medical students", BMJ Open, 10(11), pp.e042378~ (2020)
- MacNeill H, "Online learning in health professions education. Part 1 : teaching and learning in online environments : AMEE guide no. 161", Med Teach, 46(1), pp.4~17 (2024)
- Lau F, "A review of e-learning practices for undergraduate medical education", J Med Syst, 28(1), pp.71~87 (2004)
- Delungahawatta T, "Advances in e-learning in undergraduate clinical medicine : a systematic review", BMC Med Educ, 22(1), pp.711~ (2022)
- Wong K, "Environments, processes, and outcomes : using the LEPO framework to examine medical student learning preferences with traditional and electronic resources", Med Educ Online, 26(1), pp.1876316~ (2021)
- Wynter L, "Medical students : what educational resources are they using?", BMC Med Educ, 19(1), pp.36~ (2019)
- use and the impact of commercial-offthe-shelf learning platforms on students’ national licensing exam performance : a focused review : BEME guide no. 72, "Med Teach", 2022, 707~719
- Kim KJ, "Student-led creation and sharing of e-learning resources", Med Educ, 56(8), pp.859~ (2022)
- Kiger ME, "Thematic analysis of qualitative data : AMEE guide no. 131", Med Teach, 42(8), pp.846~854 (2020)
- Jang HW, "Use of online clinical videos for clinical skills training for medical students : benefits and challenges", BMC Med Educ, 14, pp.56~ (2014)
- Dinscore A, "Surgical videos online : a survey of prominent sources and future trends", Med Ref Serv Q, 29(1), pp.10~27 (2010)
- Blocksidge K, "Adapting and evolving : generation Z’s information beliefs", J Acad Librariansh, 49(3), pp.102686~ (2023)
- Mathai R, "Medical students’ perceptions and use of formal and informal curriculum resources", Cureus, 16(1), pp.e52454~ (2024)
- Harden RM, "AMEE guide no 20 : the good teacher is more than a lecturer : the twelve roles of the teacher", Med Teach, 22(4), pp.334~347 (2000)
- Masters K, "Online learning in health professions education. Part 2 : tools and practical application : AMEE guide no. 163", Med Teach, 46(1), pp.18~33 (2024)