Imperial College London
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DrCristinaKoppel

Faculty of Medicine, Faculty of Medicine Centre

Honorary Clinical Lecturer
 
 
 
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Contact

 

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

 
 
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Location

 

H3.32Chelsea and Westminster HospitalChelsea and Westminster Campus

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Summary

 

Publications

Citation

BibTex format

@article{Zakaria:2013:10.2196/med20.2735,
author = {Zakaria, N and Jamal, A and Bisht, S and Koppel, C},
doi = {10.2196/med20.2735},
journal = {Med 2 0},
title = {Embedding a learning management system into an undergraduate medical informatics course in Saudi Arabia: lessons learned.},
url = {http://dx.doi.org/10.2196/med20.2735},
volume = {2},
year = {2013}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - 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
AU  - Zakaria,N
AU  - Jamal,A
AU  - Bisht,S
AU  - Koppel,C
DO  - 10.2196/med20.2735
PY  - 2013///
SN  - 1923-2195
TI  - Embedding a learning management system into an undergraduate medical informatics course in Saudi Arabia: lessons learned.
T2  - Med 2 0
UR  - http://dx.doi.org/10.2196/med20.2735
UR  - https://www.ncbi.nlm.nih.gov/pubmed/25075236
VL  - 2
ER  -
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