ISSN 2149-2263 | E-ISSN 2149-2271
E-learning and problem based learning integration in cardiology education [Anatol J Cardiol]
Anatol J Cardiol. 2009; 9(3): 158-164

E-learning and problem based learning integration in cardiology education

Erol Gürpınar1, Neşe Zayim2, İbrahim Başarıcı3, Filiz Gündüz4, Mevlüt Asar5, Nurettin Oğuz6
1Akdeniz Üniversitesi Tıp Fakültesi, Tıp Eğitimi Anabilim Dalı Antalya, Türkiye
2Akdeniz Üniversitesi Tıp Fakültesi, Biyoistatistik ve Tıp Bilişim, Anabilim Dalı, Antalya, Türkiye
3Akdeniz Üniversitesi Tıp Fakültesi, Kardiyoloji Anabilim Dalı, Antalya, Türkiye
4Akdeniz Üniversitesi Tıp Fakültesi, Fizyoloji, Anabilim Dalı, Antalya, Türkiye
5Akdeniz Üniversitesi Tıp Fakültesi, Histoloji ve Embriyoloji Anabilim Dalı, Antalya, Türkiye
6Akdeniz Üniversitesi Tıp Fakültesi, Anatomi Anabilim Dalı, Antalya, Türkiye

Objective: The aim of this study was to determine students’ satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. Methods: In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students’ satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students’ academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Results: Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Conclusion: Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching

Keywords: Medical education, e-learning, problem based learning, cardiology

Erol Gürpınar, Neşe Zayim, İbrahim Başarıcı, Filiz Gündüz, Mevlüt Asar, Nurettin Oğuz. E-learning and problem based learning integration in cardiology education. Anatol J Cardiol. 2009; 9(3): 158-164
Manuscript Language: English

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