Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations?

Abstract Background Clinical 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 ha...
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Autor*in:	Niall T. Stevens [verfasserIn] Killian Holmes [verfasserIn] Rachel J. Grainger [verfasserIn] Roisín Connolly [verfasserIn] Anna-Rose Prior [verfasserIn] Fidelma Fitzpatrick [verfasserIn] Eoghan O’Neill [verfasserIn] Fiona Boland [verfasserIn] Teresa Pawlikowska [verfasserIn] Hilary Humphreys [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2019

Schlagwörter:	Clinical Microbiology E-learning Examination performance

Übergeordnetes Werk:	In: BMC Medical Education - BMC, 2003, 19(2019), 1, Seite 8
Übergeordnetes Werk:	volume:19 ; year:2019 ; number:1 ; pages:8

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1186/s12909-019-1843-0

Katalog-ID:	DOAJ007978987

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520			\|a Abstract Background Clinical 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. Methods An 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. Results Both 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. Conclusions These findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments.
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allfields	10.1186/s12909-019-1843-0 doi (DE-627)DOAJ007978987 (DE-599)DOAJ8672a45b9f5640fb8cd7881f0af77a3a DE-627 ger DE-627 rakwb eng LC8-6691 Niall T. Stevens verfasserin aut Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations? 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Clinical 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. Methods An 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. Results Both 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. Conclusions These findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments. Clinical Microbiology E-learning Examination performance Special aspects of education Medicine R Killian Holmes verfasserin aut Rachel J. Grainger verfasserin aut Roisín Connolly verfasserin aut Anna-Rose Prior verfasserin aut Fidelma Fitzpatrick verfasserin aut Eoghan O’Neill verfasserin aut Fiona Boland verfasserin aut Teresa Pawlikowska verfasserin aut Hilary Humphreys verfasserin aut In BMC Medical Education BMC, 2003 19(2019), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:19 year:2019 number:1 pages:8 https://doi.org/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/article/8672a45b9f5640fb8cd7881f0af77a3a kostenfrei http://link.springer.com/article/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2019 1 8
spelling	10.1186/s12909-019-1843-0 doi (DE-627)DOAJ007978987 (DE-599)DOAJ8672a45b9f5640fb8cd7881f0af77a3a DE-627 ger DE-627 rakwb eng LC8-6691 Niall T. Stevens verfasserin aut Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations? 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Clinical 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. Methods An 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. Results Both 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. Conclusions These findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments. Clinical Microbiology E-learning Examination performance Special aspects of education Medicine R Killian Holmes verfasserin aut Rachel J. Grainger verfasserin aut Roisín Connolly verfasserin aut Anna-Rose Prior verfasserin aut Fidelma Fitzpatrick verfasserin aut Eoghan O’Neill verfasserin aut Fiona Boland verfasserin aut Teresa Pawlikowska verfasserin aut Hilary Humphreys verfasserin aut In BMC Medical Education BMC, 2003 19(2019), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:19 year:2019 number:1 pages:8 https://doi.org/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/article/8672a45b9f5640fb8cd7881f0af77a3a kostenfrei http://link.springer.com/article/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2019 1 8
allfields_unstemmed	10.1186/s12909-019-1843-0 doi (DE-627)DOAJ007978987 (DE-599)DOAJ8672a45b9f5640fb8cd7881f0af77a3a DE-627 ger DE-627 rakwb eng LC8-6691 Niall T. Stevens verfasserin aut Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations? 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Clinical 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. Methods An 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. Results Both 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. Conclusions These findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments. Clinical Microbiology E-learning Examination performance Special aspects of education Medicine R Killian Holmes verfasserin aut Rachel J. Grainger verfasserin aut Roisín Connolly verfasserin aut Anna-Rose Prior verfasserin aut Fidelma Fitzpatrick verfasserin aut Eoghan O’Neill verfasserin aut Fiona Boland verfasserin aut Teresa Pawlikowska verfasserin aut Hilary Humphreys verfasserin aut In BMC Medical Education BMC, 2003 19(2019), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:19 year:2019 number:1 pages:8 https://doi.org/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/article/8672a45b9f5640fb8cd7881f0af77a3a kostenfrei http://link.springer.com/article/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2019 1 8
allfieldsGer	10.1186/s12909-019-1843-0 doi (DE-627)DOAJ007978987 (DE-599)DOAJ8672a45b9f5640fb8cd7881f0af77a3a DE-627 ger DE-627 rakwb eng LC8-6691 Niall T. Stevens verfasserin aut Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations? 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Clinical 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. Methods An 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. Results Both 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. Conclusions These findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments. Clinical Microbiology E-learning Examination performance Special aspects of education Medicine R Killian Holmes verfasserin aut Rachel J. Grainger verfasserin aut Roisín Connolly verfasserin aut Anna-Rose Prior verfasserin aut Fidelma Fitzpatrick verfasserin aut Eoghan O’Neill verfasserin aut Fiona Boland verfasserin aut Teresa Pawlikowska verfasserin aut Hilary Humphreys verfasserin aut In BMC Medical Education BMC, 2003 19(2019), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:19 year:2019 number:1 pages:8 https://doi.org/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/article/8672a45b9f5640fb8cd7881f0af77a3a kostenfrei http://link.springer.com/article/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2019 1 8
allfieldsSound	10.1186/s12909-019-1843-0 doi (DE-627)DOAJ007978987 (DE-599)DOAJ8672a45b9f5640fb8cd7881f0af77a3a DE-627 ger DE-627 rakwb eng LC8-6691 Niall T. Stevens verfasserin aut Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations? 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Clinical 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. Methods An 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. Results Both 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. Conclusions These findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments. Clinical Microbiology E-learning Examination performance Special aspects of education Medicine R Killian Holmes verfasserin aut Rachel J. Grainger verfasserin aut Roisín Connolly verfasserin aut Anna-Rose Prior verfasserin aut Fidelma Fitzpatrick verfasserin aut Eoghan O’Neill verfasserin aut Fiona Boland verfasserin aut Teresa Pawlikowska verfasserin aut Hilary Humphreys verfasserin aut In BMC Medical Education BMC, 2003 19(2019), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:19 year:2019 number:1 pages:8 https://doi.org/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/article/8672a45b9f5640fb8cd7881f0af77a3a kostenfrei http://link.springer.com/article/10.1186/s12909-019-1843-0 kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 19 2019 1 8
language	English
source	In BMC Medical Education 19(2019), 1, Seite 8 volume:19 year:2019 number:1 pages:8
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authorswithroles_txt_mv	Niall T. Stevens @@aut@@ Killian Holmes @@aut@@ Rachel J. Grainger @@aut@@ Roisín Connolly @@aut@@ Anna-Rose Prior @@aut@@ Fidelma Fitzpatrick @@aut@@ Eoghan O’Neill @@aut@@ Fiona Boland @@aut@@ Teresa Pawlikowska @@aut@@ Hilary Humphreys @@aut@@
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topic_title	LC8-6691 Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations? Clinical Microbiology E-learning Examination performance
topic	misc LC8-6691 misc Clinical Microbiology misc E-learning misc Examination performance misc Special aspects of education misc Medicine misc R
topic_unstemmed	misc LC8-6691 misc Clinical Microbiology misc E-learning misc Examination performance misc Special aspects of education misc Medicine misc R
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title	Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations?
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title_full	Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations?
author_sort	Niall T. Stevens
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author_browse	Niall T. Stevens Killian Holmes Rachel J. Grainger Roisín Connolly Anna-Rose Prior Fidelma Fitzpatrick Eoghan O’Neill Fiona Boland Teresa Pawlikowska Hilary Humphreys
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author-letter	Niall T. Stevens
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title_sort	can e-learning improve the performance of undergraduate medical students in clinical microbiology examinations?
callnumber	LC8-6691
title_auth	Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations?
abstract	Abstract Background Clinical 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. Methods An 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. Results Both 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. Conclusions These findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments.
abstractGer	Abstract Background Clinical 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. Methods An 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. Results Both 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. Conclusions These findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments.
abstract_unstemmed	Abstract Background Clinical 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. Methods An 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. Results Both 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. Conclusions These findings suggest students engage with e-learning when studying and that such activities may help students perform better in assessments.
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title_short	Can e-learning improve the performance of undergraduate medical students in Clinical Microbiology examinations?
url	https://doi.org/10.1186/s12909-019-1843-0 https://doaj.org/article/8672a45b9f5640fb8cd7881f0af77a3a http://link.springer.com/article/10.1186/s12909-019-1843-0 https://doaj.org/toc/1472-6920
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author2	Killian Holmes Rachel J. Grainger Roisín Connolly Anna-Rose Prior Fidelma Fitzpatrick Eoghan O’Neill Fiona Boland Teresa Pawlikowska Hilary Humphreys
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