| Theme: eLearning | |||
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| Motivation to use e-Learning resources is associated with greater learning achievements in medical students | ||||||
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The aim of this study was to investigate whether motivation to use an e-Learning resource (AccessMedicine) is associated with better educational achievements among medical students.
During the 2012 academic year, 151 fifth-year medical students in the clerk program of Internal Medicine in Chang Gung Memorial Hospital were recruited to this study. Levels of motivation to use e-Learning were classified as complete, partial or no motivation according to the use of nine AccessMedicine custom e-Learning modules. Assessment of learning achievements included the results of 1st stage medical license examinations, written multiple-choice questions (MCQ) and formative assessment for Internal Medicine.
Motivation to use e-Learning resources is significantly higher in students that pass the 1st stage medical license examination, compared to those that fail (82.3% vs. 66.7% respectively, p=0.010). There was also a significant association between motivation and attendance at morning meetings (p<0.001). Success in the written MCQ and formative assessment was significantly higher among the 120 students that completed the AccessMedicine modules compared to the 19 students that only partly completed the modules and the 12 students that did not complete any (for the MCQ: 68.3±7.1 vs. 64.8±6.3 vs. 61.8±7.4 respectively; for the formative assessment: 92.0±1.8 vs. 89.4±1.8 vs. 86.5±2.4 respectively; p<0.05).
Students’ motivation to use E-Learning resources has a positive association with their learning achievements. Formulating effective educational strategies to motivate students to use e-Learning resources may improve their achievements.
Motivation to use e-Learning has a positive association with learning achievements of medical students.
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