Imperial College London


Faculty of MedicineFaculty of Medicine Centre

Honorary Clinical Lecturer



+44 (0)20 7589 5111 ext 57892cristina.koppel




H3.32Chelsea and Westminster HospitalChelsea and Westminster Campus





Publication Type

6 results found

Khamis N, Aljumaiah R, Alhumaid A, Alraheem H, Alkadi D, Koppel C, Abdulghani HMet al., 2018, Undergraduate medical students' perspectives of skills, uses and preferences of information technology in medical education: A cross-sectional study in a Saudi Medical College, MEDICAL TEACHER, Vol: 40, Pages: S68-S76, ISSN: 0142-159X

Journal article

Jamal A, Temsah M-H, Khan SA, Al-Eyadhy A, Koppel C, Chiang MFet al., 2016, Mobile Phone Use Among Medical Residents: A Cross-Sectional Multicenter Survey in Saudi Arabia, JMIR MHEALTH AND UHEALTH, Vol: 4, Pages: 136-146, ISSN: 2291-5222

Journal article

Deeley Q, Walsh E, Oakley DA, Bell V, Koppel C, Mehta MA, Halligan PWet al., 2013, Using Hypnotic Suggestion to Model Loss of Control and Awareness of Movements: An Exploratory fMRI Study, PLOS ONE, Vol: 8, ISSN: 1932-6203

Journal article

Zakaria N, Jamal A, Bisht S, Koppel Cet al., 2013, Embedding a learning management system into an undergraduate medical informatics course in Saudi Arabia: lessons learned., Med 2 0, Vol: 2, ISSN: 1923-2195

BACKGROUND: Public universities in Saudi Arabia today are making substantial investments in e-learning as part of their educational system, especially in the implementation of learning management systems (LMS). To our knowledge, this is the first study conducted in Saudi Arabia exploring medical students' experience with an LMS, particularly as part of a medical informatics course. OBJECTIVE: This study investigates students' use of various features of the LMS embedded in a recently implemented medical informatics course. METHODS: A mixed methodology approach was employed. Survey questionnaires were distributed to all third year medical informatics students at the end of the course. In addition, two focus group sessions were conducted with twelve students. A thematic analysis of the focus group was performed. RESULTS: A total of 265 third year medical student surveys (167/265, 63% male and 98/265, 37% female) were completed and analyzed. Overall, 50.6% (134/265) of the students agreed that the course was well planned and up-to-date, had clearly stated objectives and clear evaluation methods, appropriate course assignment, and that the LMS offered easy navigation. Most of the students rated the course as good/fair overall. In general, females were 10.4% more likely to prefer the LMS, as revealed by higher odd ratios (odds ratio [OR] 1.104, 95% CI 0.86-1.42) compared to males. Survey results showed that students' use of LMS tools increased after taking the course compared to before taking the course. The full model containing all items were statistically significant (χ(2) 25=69.52, P<.001, n=243), indicating that the model was able to distinguish between students who had positive attitudes towards LMS and those who did not. The focus group, however, revealed that the students used social networking for general use rather than learning purposes, but they were using other Internet resources and mobile devices for learning. Male students showed a higher preference

Journal article

Dubb SS, Shanmugarajah K, Patten DK, Schachter M, Koppel Cet al., 2011, 500 Single Best Answers in Medicine, Publisher: Hodder Arnold Publishers, ISBN: 9781444121520

This book presents 500 SBA-style questions arranged by specialty area as well as a practice exam of random questions.


Koppel C, Naparus A, 2007, Thinking Medicine: Structure your Thoughts for Success in Medical Exams, ISBN: 978-0-9561288-1-2


This data is extracted from the Web of Science and reproduced under a licence from Thomson Reuters. You may not copy or re-distribute this data in whole or in part without the written consent of the Science business of Thomson Reuters.

Request URL: Request URI: /respub/WEB-INF/jsp/search-html.jsp Query String: respub-action=search.html&id=00696330&limit=30&person=true