Leonardo Oliveira Reis1, Osamu Ikari2, Khaled A Taha-Neto3, Antonio Gugliotta4, Fernandes Denardi2. 1. School of Medical Sciences, University of Campinas - UNICAMP, Brazil; Pontifical Catholic University of Campinas, PUC-Campinas, Campinas, SP, Brazil. Electronic address: reisleo.l@gmail.com. 2. School of Medical Sciences, University of Campinas - UNICAMP, Brazil. 3. Pontifical Catholic University of Campinas, PUC-Campinas, Campinas, SP, Brazil. 4. School of Medical Sciences, University of Campinas - UNICAMP, Brazil; Pontifical Catholic University of Campinas, PUC-Campinas, Campinas, SP, Brazil.
Abstract
PURPOSE: To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. METHODS: Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. RESULTS: All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. CONCLUSIONS: The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention.
PURPOSE: To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. METHODS: Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. RESULTS: All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. CONCLUSIONS: The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention.
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