Wassef, R., Elkhamisy, F. (2020). Evaluation of a web-based learning management platform and formative assessment tools for a Medical Parasitology undergraduate course. Parasitologists United Journal, 13(2), 99-106. doi: 10.21608/puj.2020.29543.1070
Rita Wassef; Fatma Alzahraa Elkhamisy. "Evaluation of a web-based learning management platform and formative assessment tools for a Medical Parasitology undergraduate course". Parasitologists United Journal, 13, 2, 2020, 99-106. doi: 10.21608/puj.2020.29543.1070
Wassef, R., Elkhamisy, F. (2020). 'Evaluation of a web-based learning management platform and formative assessment tools for a Medical Parasitology undergraduate course', Parasitologists United Journal, 13(2), pp. 99-106. doi: 10.21608/puj.2020.29543.1070
Wassef, R., Elkhamisy, F. Evaluation of a web-based learning management platform and formative assessment tools for a Medical Parasitology undergraduate course. Parasitologists United Journal, 2020; 13(2): 99-106. doi: 10.21608/puj.2020.29543.1070
Evaluation of a web-based learning management platform and formative assessment tools for a Medical Parasitology undergraduate course
1Parasitology Departments, Faculty of Medicine, Helwan University, Cairo, Egypt
2Pathology Departments, Faculty of Medicine, Helwan University, Cairo, Egypt
Abstract
Background: Medical education for undergraduate students in preclinical sciences is challenging and often described as boring by students. Educators have to find interesting new methods to deliver information and increase students' engagement and performance. The incorporation of new technological tools can help in this regard. Objectives: This retrospective study investigated two technological tools: Google Classroom learning management platform and Google Quiz Forms for online assessment, as regards students' satisfaction, engagement, and performance. Design and Methodology: The same Parasitology course was taught in a classic face-to-face way during the first year of the study and taught by blended learning technique over the second year. The performance of the students of each year was compared and a questionnaire was introduced at the end of the second year to assess the students' satisfaction. Results: Students who took full advantage of these tools showed improvement of their performance (mean= 79 in the assessment versus 83.6 in their final exam (P=0.01) and achieved significantly better scores than those of year-1 and year-2 in the final exam (mean= 83.6 versus 76.3 and 72.7 respectively, P<0.001). Among 128 questionnaire respondents, 78.9% preferred the e-learning, 94.5% found the Google Classroom easy to use, 76.6% described it as a time saver for submission of assignments and 96.9% expressed their wish to continue to use the blended learning as well as the formative assessments in other courses and would recommend it to others. They all agreed that the formative assessments at the end of each lecture helped them in summarizing the delivered topic and consolidated the received information. Conclusion: Use of these mobile-friendly, freely available technological tools in resource-limited higher education institutions is recommended to improve the students' engagement and performance in the preclinical sciences.
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