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ERIC Number: EJ1437533
Record Type: Journal
Publication Date: 2024-Sep
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1935-9772
EISSN: EISSN-1935-9780
Available Date: N/A
Leveraging Technology to Improve Access to Medical Education in Anatomy and Physiology in Resource-Limited Settings: A Mixed Methods Study
Andres Leonardo Mora Carpio; Rafael Romero-Reveron; Milagros Vasquez; Jose Antonio Bonilla Castillo; Lucía Gaitán Concepción; Romina Pano Carrera; Diego Liévanos Díaz; Benjamín Galván Menéndez Conde; Miryam Montbrun; Anabel Espinoza-Luna; Joan Kreiger; John Lucian Davis; Carolyn Rochester; Andres Martin
Anatomical Sciences Education, v17 n6 p1283-1298 2024
This study assesses the acceptability, appropriateness, feasibility, and efficacy of a novel asynchronous video-based intervention for teaching respiratory physiology and anatomy to medical students in resource-limited settings. A series of short video lectures on pleural anatomy, pulmonary physiology, and pathophysiology was created using Lightboard and screen capture technology. These were uploaded to YouTube and Google Drive and made available to 1st-3rd year medical students at two Latin American universities for 1 week. Employing a parallel-convergent mixed methods design, we conducted surveys, focus groups, interviews, and pre/post testing for qualitative and quantitative data. Thematic Analysis was used to analyze qualitative data and McNemar's test for quantitative analysis. Seventy-six students participated. The videos' short format, interactivity, and Lightboard style were highly valued for their flexibility, time efficiency, and educational impact. Students recognized their clinical relevance and trusted their content, suggesting potential applicability in similar settings. Despite infrastructure and connectivity challenges, the use of flexible streaming and downloadable options facilitated learning. Survey results indicated high levels of feasibility (99%), appropriateness (95%), and acceptability (95%), with significant knowledge gains observed (37% correct pre-test answers vs. 56% post-test, p < 0.0001). Our findings demonstrate high acceptability, appropriateness, feasibility, and efficacy of a targeted asynchronous education centered on short-format videos in resource-limited settings, enabling robust learning despite local barriers. Flexible access is key for overcoming localized barriers. Taking an adaptive, learner-centered approach to content creation and delivery to address constraints was pivotal to success. Our modular videos could serve as versatile models for flexible education in resource-constrained settings.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Latin America
Grant or Contract Numbers: N/A
Author Affiliations: N/A