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 Table of Contents  
MEDICAL EDUCATION
Year : 2020  |  Volume : 7  |  Issue : 1  |  Page : 61-62

Developing a framework for the integration of E-learning with the existing medical curriculum


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, Ammapettai, Nellikuppam, Chengalpattu, 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, Chengalpattu, Kancheepuram, Tamil Nadu, India

Date of Submission25-Jan-2019
Date of Decision04-Mar-2019
Date of Acceptance26-Nov-2019
Date of Web Publication19-Jun-2020

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


DOI: 10.4103/cjhr.cjhr_13_19

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How to cite this article:
Shrivastava SR, Shrivastava PS. Developing a framework for the integration of E-learning with the existing medical curriculum. CHRISMED J Health Res 2020;7:61-2

How to cite this URL:
Shrivastava SR, Shrivastava PS. Developing a framework for the integration of E-learning with the existing medical curriculum. CHRISMED J Health Res [serial online] 2020 [cited 2020 Jul 9];7:61-2. Available from: http://www.cjhr.org/text.asp?2020/7/1/61/286877




  Introduction Top


E-learning has been associated with multiple benefits, and incorporation of the same in the field of medical education has been identified as one of the crucial factors to ensure that the budding medical students inculcate the practice of self-directed learning and become a lifelong learner.[1],[2] E-learning plays a crucial role in empowering the medical students to practice evidence-based medicine in their respective specialty fields.[1] At the same time, it emphasizes that all medical students are adult learners, and they should be given adequate opportunity to learn at their own pace and not necessarily in the class.[1]


  Designing a Framework for E-Learning Top


Acknowledging these facts, it is quite essential to formulate a framework to ensure the integration of e-learning into the existing teaching curriculum [Figure 1].[1] The first and the foremost thing will be to frame the intended goals of e-learning, which is to help the students in the acquisition of the desired skills that cannot be covered through the routine teaching–learning methods.[1],[2],[3] In addition, it will help the students to develop other skills (viz., research, problem solving, and networking), which may not be the core ones, but will be of definite utility to the students.[1] Further, considering the problem that not all the students get an opportunity to see all types of patients, e-learning is a beautiful platform to negate the problem (such as through simulations or development of communication skills).[2]
Figure 1: Framework for the integration of e-learning into the existing teaching curriculum

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The next thing will be to decide whether it will be good to opt for blended learning or pure e-learning and what level of cognitive domain we are targeting to teach as per the Bloom's Taxonomy and subsequently assess the same.[1] Another important issue is to bring both the faculty members and students on board with this initiative and sensitize them about the associated merits.[1] The decision has to be taken about the software or applications, which will be used in enhancing the e-learning.[3] Moreover, a call has to be made about in what all ways e-learning can be used to aid in the process of assessment.[1],[3]


  Use of E-Learning Top


E-learning can be employed while implementing problem-oriented learning or case-based learning or simulation sessions, etc., and it will aid in the optimal integration of teaching methods with the technology.[3],[4] E-learning materials suited for each of the required competencies can be integrated into the education of students and residents, replacing lectures and other synchronous methods of instruction.[3],[4],[5] The other applications could be the use of flipped classroom, in which different resource materials could be shared with the students well in advance and then the students come prepared for the class.[4]

In addition, acknowledging the ubiquitous presence of smartphones recently, students can be sensitized about the useful apps which can enhance their learning.[3] Further, learning management systems can be established, and both students and faculty can be given an access to the same to read all the shared information.[4] In fact, the same platform can be used for assessment as well.[1],[2],[3],[4] Finally, e-learning can be even used in patient care through telemedicine and in mentoring through the maintenance of e-portfolios by the students.


  Conclusion Top


In conclusion, there is a need to develop a comprehensive framework to ensure that e-learning can be integrated within the traditional curriculum for the benefit of medical students.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Huynh R. The role of E-learning in medical education. Acad Med 2017;92:430.  Back to cited text no. 1
    
2.
Walsh K. E-learning and simulation in medical education: An opportunity to integrate? Br J Hosp Med (Lond) 2016;77:592-3.  Back to cited text no. 2
    
3.
Lee LA, Wang SL, Chao YP, Tsai MS, Hsin LJ, Kang CJ, et al. Mobile Technology in E-learning for undergraduate medical education on emergent otorhinolaryngology-head and neck surgery disorders: Pilot randomized controlled trial. JMIR Med Educ 2018;4:e8.  Back to cited text no. 3
    
4.
Telford M, Senior E. Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches. Br J Nurs 2017;26:617-22.  Back to cited text no. 4
    
5.
Wittich CM, Agrawal A, Cook DA, Halvorsen AJ, Mandrekar JN, Chaudhry S, et al. E-learning in graduate medical education: Survey of residency program directors. BMC Med Educ 2017;17:114.  Back to cited text no. 5
    


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Introduction
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Use of E-Learning
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