How We Teach Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning

Felder E, Fauler M, Geiler S. Introducing e-learning/teaching in a physiology course for medical students: acceptance by students and subjective effect on learning. Adv Physiol Educ 37: 337–342, 2013; doi:10.1152/advan.00158.2012.—Retrieval of information has substantially changed within the last two decades. Naturally, this has also affected learning/teaching techniques, and methods that are commonly referred to as “e-learning” have become an important part in modern education. Institutions have to decide if (and how) to implement this new form of teaching but face the problem that little subject-specific research has been published for different teaching modes and methods. The present study compares a course module of the physiology laboratory course for medical students in the preclinical phase before and after the introduction of computer-aided course instructions (CACI). Students were provided with an online questionnaire containing Likert items evaluating workspace redesign, acceptance of course instructions, incentive to actively participate in the course, and subjective gain of knowledge. CACI was clearly preferred over the previously used paper workbook. However, the questionnaire also revealed that the gain in knowledge, as subjectively perceived by the students, had not improved, which is in agreement with several studies that neglected a beneficial effect of e-learning on learning success. We conclude that the CACI meet today’s student’s expectations and that introducing this system seems justified from this perspective.