Background
Computer-assisted medical education has been developed to enhance learning and
enable high-quality medical care. This study aimed to assess computer knowledge and
attitude toward the inclusion of computers in medical education among second-year
medical students in Benha Faculty of Medicine, Egypt, to identify limitations, and
obtain suggestions for successful computer-based learning.
Participants and methods
This was a one-group pre–post-test study, which was carried out on second-year
students in Benha Faculty of Medicine. A structured self-administered questionnaire
was used to compare students’ knowledge, attitude, limitations, and suggestions
toward computer usage in medical education before and after the computer course to
evaluate the change in students’ responses.
Results
The majority of students were familiar with use of the mouse and keyboard, basic word
processing, internet and web searching, and e-mail both before and after the computer
course. The proportion of students who were familiar with software programs other
than the word processing and trouble-shoot software/hardware was significantly
higher after the course (Po0.001). There was a significant increase in the proportion
of students who agreed on owning a computer (P= 0.008), the inclusion of computer
skills course in medical education, downloading lecture handouts, and computerbased
exams (Po0.001) after the course. After the course, there was a significant
increase in the proportion of students who agreed that the lack of central computers
limited the inclusion of computer in medical education (Po0.001). Although the lack of
computer labs, lack of Information Technology staff mentoring, large number of
students, unclear course outline, and lack of internet access were more frequently
reported before the course (Po0.001), the majority of students suggested the
provision of computer labs, inviting Information Technology staff to support computer
teaching, and the availability of free Wi-Fi internet access covering several areas in the
university campus; all would support computer-assisted medical education.
Conclusion
Medical students in Benha University are computer literate, which allows for computerbased
medical education. Staff training, provision of computer labs, and internet
access are essential requirements for enhancing computer usage in medical education
in the university. |
