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Cover page of the Journal of Health Sciences


 
 Table of Contents  
MEDICAL EDUCATION
Year : 2019  |  Volume : 12  |  Issue : 3  |  Page : 264-265

Need of E-learning in medical education and strategies for its implementation in medical colleges in India


1 Vice-Principal Curriculum, Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet, Kancheepuram, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet, Kancheepuram, Tamil Nadu, India

Date of Web Publication15-Oct-2019

Correspondence Address:
Dr. Saurabh RamBihariLal Shrivastava
Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Tiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet, Kancheepuram - 603 108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/kleuhsj.kleuhsj_1_19

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How to cite this article:
Shrivastava SR, Shrivastava PS. Need of E-learning in medical education and strategies for its implementation in medical colleges in India. Indian J Health Sci Biomed Res 2019;12:264-5

How to cite this URL:
Shrivastava SR, Shrivastava PS. Need of E-learning in medical education and strategies for its implementation in medical colleges in India. Indian J Health Sci Biomed Res [serial online] 2019 [cited 2019 Nov 19];12:264-5. Available from: http://www.ijournalhs.org/text.asp?2019/12/3/264/269189



Dear Editor,

In the current era of technology-driven learning atmosphere, it is of utmost importance for a medical teacher to plan how to reach their students in the most effective way.[1] This is essentially because of the availability of information to the students “on the go,” and they are no longer dependent on the teachers as they can themselves access learning resources anytime and anywhere.[1] E-learning refers to the formal teaching conducted using electronic resources, and it reiterates the principles of adult learning, wherein the learners can learn at their own pace and not only in the class when the session is being taken.[2] In addition, it encourages the students to become a self-directed learner, which will be a crucial link to ensure that they become a lifelong learner (one of the key professional roles/competencies of an Indian medical graduate).[2],[3]

Another striking feature is that it allows sharing of all forms of learning resources (viz., articles, videos, blogs, and documents) and simultaneously gives a beautiful platform for the students to discuss at their own pace and benefit mutually.[1],[2],[3] Moreover, it is quite cost-effective and helps the learner to acquire the skill of synthesis, analysis, and decision-making.[2] The adoption of E-learning will be of immense value in those medical institutions which have faculty shortage or those who are in the process of taking major strides for the delivery of education to the students effectively.[3],[4]

Moreover, even a blended approach in e-learning can be adopted.[2],[3] However, E-learning has its own limitation, especially with regard to access to internet, technical expertise required to establish the same in the institution, authenticity of the available information on the internet, and difficulty in monitoring the quality of responses.[3],[4] Nevertheless, realizing the scope of E-learning, we have to take active measures to ensure that E-learning can be implemented in the medical college setup.[1],[3]

There is no doubt that the administration/management has to extend their support, not only in terms of establishment of the learning management system, but also for the provision of high-speed internet, appropriate infrastructure, logistics, and support for conduction of sensitization sessions.[1],[2],[3] In continuation, the faculty members have to be sensitized periodically about the different E-learning approaches (viz., use of flipped classrooms, online multiple choice questions tests, WhatsApp group or a Facebook page to facilitate discussion, and Google Classroom), which can be tried upon to make their classes interactive and effective.[1],[2],[3],[4],[5]

Further, the faculty members have to be supported initially in their efforts as they may need help with the help of a team of information technology experts.[2],[3] Similarly, students can also be sensitized about the different apps which can be used for E-learning and how these apps can help them to become better professionally.[2] In fact, e-portfolios can be initiated for the students and the students should be instructed to record their daily learning.[3],[4],[5] The assigned mentors can reflect upon the same and play an important part in the professional development of the student.[5]

In conclusion, as the technology is advancing day-by-day and it has shown its scope in health care, it is the need of the hour for the stakeholders to incorporate E-learning in the medical teaching and aid the students to match with global students.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Barteit S, Jahn A, Banda SS, Bärnighausen T, Bowa A, Chileshe G, et al. E-learning for medical education in Sub-Saharan Africa and low-resource settings: Viewpoint. J Med Internet Res 2019;21:e12449.  Back to cited text no. 1
    
2.
Acosta ML, Sisley A, Ross J, Brailsford I, Bhargava A, Jacobs R, et al. Student acceptance of E-learning methods in the laboratory class in optometry. PLoS One 2018;13:e0209004.  Back to cited text no. 2
    
3.
Dhir SK, Verma D, Batta M, Mishra D. E-learning in medical education in India. Indian Pediatr 2017;54:871-7.  Back to cited text no. 3
    
4.
Shahmoradi L, Changizi V, Mehraeen E, Bashiri A, Jannat B, Hosseini M, et al. The challenges of E-learning system: Higher educational institutions perspective. J Educ Health Promot 2018;7:116.  Back to cited text no. 4
    
5.
Gaupp R, Fabry G, Körner M. Self-regulated learning and critical reflection in an E-learning on patient safety for third-year medical students. Int J Med Educ 2018;9:189-94.  Back to cited text no. 5
    




 

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