ArticleBMC medical education2019
Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations?
Article in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
- Asynchronous Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic (E-Learning vs Video): Randomized Controlled Trial.Journal of medical Internet research · 2021Trial
- Student preferences for microbiology laboratory teaching approaches in a problem-based learning curriculum.Access microbiology · 2026Article
- Self-rated benefits and knowledge gain from e-learning: the longitudinal use of an online learning experience at an international medical school.BMC medical education · 2025Article
- Computer case-based reasoning simulation versus traditional lectures for medical interns teaching of diagnosis and antibiotic prescribing for acute respiratory infection: a comparative quasi-experimental study.BMC medical education · 2024Article
- An investigation for the efficacy of teaching model of combining virtual simulation and real experiment for clinical microbiology examination.Frontiers in medicine · 2024Article
- Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study.JMIR medical education · 2023Article
- E-Learning Performance Evaluation in Medical Education-A Bibliometric and Visualization Analysis.Healthcare (Basel, Switzerland) · 2023Article
- Core curriculum in pathology for future Irish medical students.Irish journal of medical science · 2022Review
- Online Learning during the COVID-19 Pandemic: Dental Students' Perspective and Impact on Academic Performance, One Institution Experience.Dentistry journal · 2022Article
- An observational study of learning effects of peer-assisted learning tests in COVID-19 pandemic times.Journal of dental education · 2022Observational
- Web-based formative assessment through clinical cases: role in pathophysiology teaching.BMC medical education · 2021Article
- The Future of Infectious Diseases Education.Medical science educator · 2020Article
- Effect of e-learning methods on Dental education: An observational study.Journal of education and health promotion · 2020Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundClinical Microbiology is a core subject in medical undergraduate curricula. However, students struggle to cover the content and clinically contextualise basic microbiology. Our aim was to evaluate student engagement with new e-learning material and to investigate the impact it had on examination performance in a Clinical Microbiology module.
methodsAn online resource was designed to support didactic teaching in a Fundamentals of Clinical Microbiology module. One cohort of students had access to the online material (2017/2018 class) and the other did not (2016/2017 class). Each cohort sat the same multiple-choice question (MCQ) and short-note question (SNQ) examination papers and the impact of engagement with the online resource and examination performance was analysed.
resultsBoth groups were of the same academic standard prior to beginning the module. In the 2017/2018 cohort, 227/309 (73.5%) students had ≥80% engagement with the content. Students engaged most with the index of pathogens and pathogen focused clinical cases related to diverse genera and families of clinically important microorganisms. A statistically higher difference in the mean percentage grade in both the MCQ and SNQ examinations was seen for 2017/2018 compared to 2016/2017 cohort. For the MCQ examination, the 2017/2018 cohort were on average 5.57% (95% confidence interval (CI): 3.92 to 7.24%; P < 0.001) higher, and for the SNQ examination the 2017/2018 cohort were on average 2.08% (95% CI: 0.74 to 3.41%; P = 0.02) higher. When the results were adjusted for previous examination performance, for every percentage increase in online engagement the grade in the SNQ examination only increased by 0.05% (95% CI: 0.02 to 0.08) on average.
conclusionsThese findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments.
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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.