ArticleBMC medical education2016
Content and discontent: a qualitative exploration of obstacles to elearning engagement in medical students.
Article in BMC medical education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
14 citing papers in PubMed, 46 citations in OpenAlex.
- Comparing computer-assisted learning activities for learning clinical neuroscience: a randomized control trial.BMC medical education · 2022Trial
- A non-randomised trial of video and written educational adjuncts in undergraduate ophthalmology.BMC medical education · 2020Trial
- A feasibility study of an Evidence-informed, Competency-based, Accredited, Compassion Training (EnACT) program.BMC medical education · 2026Article
- Development and validation of a comprehensive tool to study the various elements influencing the utilization of E-learning among undergraduate health professions students.BMC medical education · 2025Article
- Measurement of student engagement in health professions education: a review of literature.BMC medical education · 2023Review
- Understanding the Functional Components of Technology-Enhanced Learning Environment in Medical Education: A Scoping Review.Medical science educator · 2023Article
- How learner engagement impacts non-formal online learning outcomes through value co-creation: an empirical analysis.International journal of educational technology in higher education · 2022Article
- E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College.BMC medical education · 2021Article
- E-Learning during COVID-19 pandemic; Turning a crisis into opportunity: A cross-sectional study at The University of Jordan.Annals of medicine and surgery (2012) · 2021Article
- How do they learn: types and characteristics of medical and healthcare student engagement in a simulation-based learning environment.BMC medical education · 2021Article
- Preferences of the medical faculty members for electronic faculty development programs (e-FDP): a qualitative study.Advances in medical education and practice · 2019Article
- A Curriculum-Based Approach to Teaching Biosafety Through eLearning.Frontiers in bioengineering and biotechnology · 2018Article
- The SMARxT Media Literacy Program: Improving Evidence-Based Prescribing among Medical Students.The journal of media literacy education · 2018Article
- Quality indicators for learner-centered postgraduate medical e-learning.International journal of medical education · 2017Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundElearning is ubiquitous in healthcare professions education. Its equivalence to 'traditional' educational delivery methods is well established. There is a research imperative to clarify when and how to use elearning most effectively to mitigate the potential of it becoming merely a 'disruptive technology.' Research has begun to broadly identify challenges encountered by elearning users. In this study, we explore in depth the perceived obstacles to elearning engagement amongst medical students. Sensitising concepts of achievement emotions and the cognitive demands of multi-tasking highlight why students' deeply emotional responses to elearning may be so important in their learning.
methodsThis study used focus groups as a data collection tool. A purposeful sample of 31 participated. Iterative data gathering and analysis phases employed a constant comparative approach to generate themes firmly grounded in participant experience.
resultsKey themes that emerged from the data included a sense of injustice, passivity and a feeling of being 'lost at sea'. The actual content of the elearning resource provided important context.
conclusionsThe identified themes have strong emotional foundations. These responses, interpreted through the lens of achievement emotions, have not previously been described. Appreciation of their importance is of benefit to educators involved in curriculum development or delivery.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.