e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).

This study aimed to investigate the impact of student e-learning on the development of clinical competencies. The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was imp...

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Autores principales:	Kyong-Jee Kim, Yeon Ji Lee, Mi Jin Lee, Young Hyo Kim
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/8445ce255ee34fc49ccdd3c93db6ec87
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spelling	oai:doaj.org-article:8445ce255ee34fc49ccdd3c93db6ec872021-12-02T20:09:45Ze-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).1932-620310.1371/journal.pone.0253860https://doaj.org/article/8445ce255ee34fc49ccdd3c93db6ec872021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0253860https://doaj.org/toc/1932-6203This study aimed to investigate the impact of student e-learning on the development of clinical competencies. The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was implemented to enhance student clinical performance. Students engaged in learning activities that intended to promote their self-directed learning abilities and clinical performances using e-learning resources. Intervention was conducted for the duration of six months during the 3rd year and its effectiveness was investigated by comparing student performances in OSCEs in a pre- and post- comparison format and also by comparing them with national scores. In addition, student perceptions of the impact of e-learning on their OSCE performances were assessed using a questionnaire, which included 36 items that elicited student perceptions of their experiences of e-learning and readiness for e-learning. Student OSCE scores improved significantly after educational intervention in all domains of clinical competencies assessed and for total scores (p < 0.001). Furthermore, students achieved higher OSCE scores than national average scores in the post-test, whereas they had performed lower than national average scores in the pre-test. Students showed neutral or slightly positive responses to the effectiveness of e-learning, and their perceptions of e-learning were not associated with their e-learning readiness scores. The study shows student OSCE performance improved significantly after educational intervention, which indicate the effectiveness of e-learning to support student learning of clinical performance. Despite significant improvements in student OSCE scores after e-learning, their perceptions of its effectiveness were neutral. Furthermore, student perceptions of e-learning were not associated with their readiness for it. Suggestions are made to help students use e-learning more effectively to enhance their clinical competencies.Kyong-Jee KimYeon Ji LeeMi Jin LeeYoung Hyo KimPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 7, p e0253860 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Kyong-Jee Kim Yeon Ji Lee Mi Jin Lee Young Hyo Kim e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).
description	This study aimed to investigate the impact of student e-learning on the development of clinical competencies. The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was implemented to enhance student clinical performance. Students engaged in learning activities that intended to promote their self-directed learning abilities and clinical performances using e-learning resources. Intervention was conducted for the duration of six months during the 3rd year and its effectiveness was investigated by comparing student performances in OSCEs in a pre- and post- comparison format and also by comparing them with national scores. In addition, student perceptions of the impact of e-learning on their OSCE performances were assessed using a questionnaire, which included 36 items that elicited student perceptions of their experiences of e-learning and readiness for e-learning. Student OSCE scores improved significantly after educational intervention in all domains of clinical competencies assessed and for total scores (p < 0.001). Furthermore, students achieved higher OSCE scores than national average scores in the post-test, whereas they had performed lower than national average scores in the pre-test. Students showed neutral or slightly positive responses to the effectiveness of e-learning, and their perceptions of e-learning were not associated with their e-learning readiness scores. The study shows student OSCE performance improved significantly after educational intervention, which indicate the effectiveness of e-learning to support student learning of clinical performance. Despite significant improvements in student OSCE scores after e-learning, their perceptions of its effectiveness were neutral. Furthermore, student perceptions of e-learning were not associated with their readiness for it. Suggestions are made to help students use e-learning more effectively to enhance their clinical competencies.
format	article
author	Kyong-Jee Kim Yeon Ji Lee Mi Jin Lee Young Hyo Kim
author_facet	Kyong-Jee Kim Yeon Ji Lee Mi Jin Lee Young Hyo Kim
author_sort	Kyong-Jee Kim
title	e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).
title_short	e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).
title_full	e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).
title_fullStr	e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).
title_full_unstemmed	e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).
title_sort	e-learning for enhancement of medical student performance at the objective structured clinical examination (osce).
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/8445ce255ee34fc49ccdd3c93db6ec87
work_keys_str_mv	AT kyongjeekim elearningforenhancementofmedicalstudentperformanceattheobjectivestructuredclinicalexaminationosce AT yeonjilee elearningforenhancementofmedicalstudentperformanceattheobjectivestructuredclinicalexaminationosce AT mijinlee elearningforenhancementofmedicalstudentperformanceattheobjectivestructuredclinicalexaminationosce AT younghyokim elearningforenhancementofmedicalstudentperformanceattheobjectivestructuredclinicalexaminationosce
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e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE).

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