Developing and evaluating an e-learning package for medical students on genocide and public health
Makarious Awad, Sudhir Venkatesan, Heather Roberts, Nicki Keating and Puja Myles
Division of Epidemiology and Public Health, University of Nottingham, UK
Submitted: 24/01/2013; Accepted: 11/08/2013; Published: 08/09/2013
Int J Med Educ. 2013; 4:180-185; doi: 10.5116/ijme.5207.b73b
© 2013 Makarious Awad et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0
Abstract
Objectives: This paper describes the development and evaluation of an e-learning package on the topic of genocide and public health aimed at undergraduate medical students.
Methods: An e-learning package was designed based on pedagogical principles and was evaluated in a sample of second-year medical students. Students were asked to rate the usability of the e-learning package (design, interactivity, pace, suitability as a learning mode for the topic). The effectiveness of the e-learning package in relation to achieving learning outcomes was tested via baseline and post-learning activity questionnaires.
Results: Out of 253 second-year medical students, 96(38%) participated in the evaluation of which 45% gave a score of 9 out of 10 for the e-learning package design, 97% preferred it as a learning mode over traditional lecture based teaching and 95% agreed that the package increased understanding of the topic. Immediately following the learning activity 93.75% of second-years agreed that genocide was a public health issue as opposed to 23.96% at baseline. 96% agreed that health professionals had a role in genocide prevention but only 32% agreed that they had a personal role in genocide prevention.
Conclusions: The evaluation of the e-learning package suggested that learners found it well-designed and a preferred learning mode as compared to traditional lecture based teaching. There was some evidence of positive changes in knowledge and attitudes relating to genocide prevention and the role of public health immediately following the learning activity.