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  1. Fulltext How E-Learning Environmental Stimuli Influence Determinates of Learning Engagement in the Context of COVID-19? SOR Model Perspective
    Yang J, Peng MY, Wong S, Chong W
    Front Psychol, 2021;12:584976.
    PMID: 33868072 DOI: 10.3389/fpsyg.2021.584976
    The COVID-19 pandemic at the beginning of 2020 has changed the conventional learning mode for most students at schools all over the world, and the e-learning at home has become a new trend. Taking Chinese college students as the research subject and drawing on the stimulus-organism-response (S-O-R) model, this paper examines the relationship between the peer referent, perceived closeness, and perceived control and the learning engagement. Using data from 377 college students who have used e-learning, this study shows that perceived closeness, perceived control, and peer referents in e-learning have a positive effect on the self-efficacy and well-being of students, thus improving students' enthusiasm for learning. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in e-learning.
    Matched MeSH terms: Computer-Assisted Instruction
  2. The use of the liquid crystal display (LCD) panel as a teaching aid in medical lectures
    Wong KT
    Med Teach, 1992;14(1):33-6.
    PMID: 1376854
    The liquid crystal display (LCD) panel is designed to project on-screen information of a microcomputer onto a larger screen with the aid of a standard overhead projector, so that large audiences may view on-screen information without having to crowd around the TV monitor. As little has been written about its use as a visual aid in medical teaching, the present report documents its use in a series of pathology lectures delivered, over a 2-year period, to two classes of about 150 medical students each. Some advantages of the LCD panel over the 35mm slide include the flexibility of last-minute text changes and less lead time needed for text preparation. It eliminates the problems of messy last-minute changes in, and improves legibility of, handwritten overhead projector transparencies. The disadvantages of using an LCD panel include the relatively bulky equipment which may pose transport problems, image clarity that is inferior to the 35mm slide, and equipment costs.
    Matched MeSH terms: Computer-Assisted Instruction
  3. Cytopathology whole slide images and adaptive tutorials for postgraduate pathology trainees: a randomized crossover trial
    Van Es SL, Kumar RK, Pryor WM, Salisbury EL, Velan GM
    Hum Pathol, 2015 Sep;46(9):1297-305.
    PMID: 26093936 DOI: 10.1016/j.humpath.2015.05.009
    To determine whether cytopathology whole slide images and virtual microscopy adaptive tutorials aid learning by postgraduate trainees, we designed a randomized crossover trial to evaluate the quantitative and qualitative impact of whole slide images and virtual microscopy adaptive tutorials compared with traditional glass slide and textbook methods of learning cytopathology. Forty-three anatomical pathology registrars were recruited from Australia, New Zealand, and Malaysia. Online assessments were used to determine efficacy, whereas user experience and perceptions of efficiency were evaluated using online Likert scales and open-ended questions. Outcomes of online assessments indicated that, with respect to performance, learning with whole slide images and virtual microscopy adaptive tutorials was equivalent to using traditional methods. High-impact learning, efficiency, and equity of learning from virtual microscopy adaptive tutorials were strong themes identified in open-ended responses. Participants raised concern about the lack of z-axis capability in the cytopathology whole slide images, suggesting that delivery of z-stacked whole slide images online may be important for future educational development. In this trial, learning cytopathology with whole slide images and virtual microscopy adaptive tutorials was found to be as effective as and perceived as more efficient than learning from glass slides and textbooks. The use of whole slide images and virtual microscopy adaptive tutorials has the potential to provide equitable access to effective learning from teaching material of consistently high quality. It also has broader implications for continuing professional development and maintenance of competence and quality assurance in specialist practice.
    Matched MeSH terms: Computer-Assisted Instruction/methods*
  4. Fulltext Translating evidence to practice in the health professions: a randomized trial of Twitter vs Facebook
    Tunnecliff J, Weiner J, Gaida JE, Keating JL, Morgan P, Ilic D, et al.
    J Am Med Inform Assoc, 2017 03 01;24(2):403-408.
    PMID: 27357833 DOI: 10.1093/jamia/ocw085
    Objective: Our objective was to compare the change in research informed knowledge of health professionals and their intended practice following exposure to research information delivered by either Twitter or Facebook.

    Methods: This open label comparative design study randomized health professional clinicians to receive "practice points" on tendinopathy management via Twitter or Facebook. Evaluated outcomes included knowledge change and self-reported changes to clinical practice.

    Results: Four hundred and ninety-four participants were randomized to 1 of 2 groups and 317 responders analyzed. Both groups demonstrated improvements in knowledge and reported changes to clinical practice. There was no statistical difference between groups for the outcomes of knowledge change (P = .728), changes to clinical practice (P = .11) or the increased use of research information (P = .89). Practice points were shared more by the Twitter group (P 

    Matched MeSH terms: Computer-Assisted Instruction
  5. Computer-assisted objective-structured practical examination: an innovative method of evaluation
    Torke S, Upadhya S, Abraham RR, Ramnarayan K
    Adv Physiol Educ, 2006 Mar;30(1):48-9.
    PMID: 16481610
    Matched MeSH terms: Computer-Assisted Instruction/methods*
  6. Fulltext Screening of medical students’ intention to practice mobile – learning in Malaysia
    Sohayla M. Attalla, Nihal A. Hanafy, Mahfuza Akter, Sakinah Ruhi
    Malaysian Journal of Medicine and Health Sciences, 2020;16(107):40-45.
    MyJurnal
    Introduction: The twenty-first-century learning is adopting the student-centered learning techniques and the teach- ers are mainly facilitators to direct the process of learning and so social media and mobile applications became an important learning platform. Mobile learning (M-learning) is the practice of learning activities through a portable device such as cellular phone or a personal digital assistant. The aim of this research is to screen the medical stu- dents’ intention toward the adoption of M-learning and to determine factors affecting the intentions of the medical students to practice M-learning. Methods: A cross-sectional study among medical students was performed through a questionnaire based on the Theory of Reasoned Action and the Technology Acceptance Model. The study included 129 students in different stages of the medical study. Results: Results showed that the factors affecting the students’ inten¬tion to practice M-learning include the students’ attitude, perceived usefulness, perceived ease of use, and availability of resources. In the current sample 82.7% of students are already using M-Learning; 41.7% are using it for assessment, 22.8% are using it for learning and 35.5% are using it for both. Conclusion: It was concluded that most medical students have higher intention to adopt M-learning and they are mostly using it for assessment purposes rather than in learning.
    Matched MeSH terms: Computer-Assisted Instruction
  7. Fulltext Computer aided learning in the Community Follow-Up Module: a pilot study
    Sherina MS, Azlan Hamzah SA, Md Yunus A, Azhar MZ, Zaiton A
    Malaysian Journal of Medicine and Health Sciences, 2005;1(2):97-104.
    Matched MeSH terms: Computer-Assisted Instruction
  8. Fulltext Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female
    Shahzad A, Hassan R, Aremu AY, Hussain A, Lodhi RN
    Qual Quant, 2020 Aug 04.
    PMID: 32836471 DOI: 10.1007/s11135-020-01028-z
    In response to the emerging and ever solution to the COVID-19 outbreak. This study proposes a theoretical framework based on literature and model to determined E-learning portal success. The study compared males and females to E-learning portal usage. The study objective is to check the difference between male and female E-learning portals' accessibility among the students' perspective. The study included service quality, system quality, information quality, user satisfaction, system use, and E-learning portal success. The empirical data of 280 students participated from the different universities of Malaysia through google surveys analyzed using the Partial Least Squares Structural Equation Modelling. The study further divided the full model into two domains, which are female and male. In the male model, information quality and system quality have direct relationships with user satisfaction. Information quality also supported the relationship with system use. At the same time, there is a positive relationship between user satisfaction and E-learning portals. Likewise, in the female model, E-service quality and Information quality both are supported by system use and user satisfaction. Similarly, system quality has a positive relationship with user satisfaction, and user satisfaction has a positive relationship with E-learning portals. The study will be further helpful for the Malaysian universities policy-makers such as top management, ministry of higher education, Malaysian universities union in designing the policies and programs on E-learning Portal Success in the country. The findings of the study reveal that males and females have a different level of in terms of usage of towards E-learning portals in Malaysian Universities.
    Matched MeSH terms: Computer-Assisted Instruction
  9. Fulltext Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study
    Seluakumaran K, Jusof FF, Ismail R, Husain R
    Adv Physiol Educ, 2011 Dec;35(4):369-77.
    PMID: 22139773 DOI: 10.1152/advan.00008.2011
    Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum.
    Matched MeSH terms: Computer-Assisted Instruction*
  10. Fulltext Performance of dental undergraduate students using international caries detection and assessment system (icdas)
    Sanus,M,A,, Nordin,M,A,, Rusli,M,R,, Mohamed,Z,N,h,
    Compendium of Oral Science, 2020;7(1):13-19.
    MyJurnal
    Abstract
    Objectives: This study aimed to assess intra- and inter-examiner reliability of International Caries Detection
    and Assessment System (ICDAS) and modified epidemiology ICDAS (MOD) code by undergraduate dental
    students with different clinical experiences.
    Methods: A total of 150 dental undergraduate students with varying clinical experiences (0, 1 and 2 years of
    clinical experience) were recruited. Participants received training through a theoretical lecture on ICDAS criteria
    by an experienced National Benchmark Group (NBG) examiner and underwent e-learning program prior to
    ICDAS calibration. Visual examination on extracted permanent teeth (N= 45) with different location and stages
    of caries progression ranging from ICDAS scores 0 to 6, was performed using the ICDAS criteria. The
    assessments were repeated after one hour. The data were analysed to evaluate inter-examiner and
    intra-examiner reliability in the form of kappa scores using SPSS 23 Software.
    Results: Mean kappa values for intra- and inter-examiner reliability for ICDAS code, were between 0.41 to
    0.60, and 0.61 to 0.80 respectively. For MOD code, mean kappa values for intra- and inter-examiner reliability
    were between 0.61 to 0.80. Good intra-examiner agreement (>0.61) was observed in both ICDAS and MOD
    code for all groups.
    Conclusion: All students performed similar agreement, therefore, clinical experience within 2 years does not
    influence the performance of visual inspection in detecting caries using ICDAS. The results of the study shows
    that ICDAS and modified epidemiology ICDAS codes has good reproducibility and is feasible to be used as a
    tool in clinical practice as well as patient education.
    Matched MeSH terms: Computer-Assisted Instruction
  11. Fulltext E-Learning in Teaching Emergency Disaster Response Among Undergraduate Medical Students in Malaysia
    Saiboon IM, Zahari F, Isa HM, Sabardin DM, Robertson CE
    Front Public Health, 2021;9:628178.
    PMID: 33996711 DOI: 10.3389/fpubh.2021.628178
    Introduction: Teaching disaster response medicine (DRM) to medical students requires considerable resources. We evaluate the effectiveness of e-learning in teaching emergency disaster response (ELITE-DR), a novel initiative, in educating medical students of the cognitive aspect of DRM. Methods: A prospective cross-sectional study among pre-clinical year medical students was carried out to determine their knowledge on DRM and perception regarding the ELITE-DR initiative using a validated online questionnaire. A three-part self-learning video covering the principles and medical management of DRM were distributed before answering the questionnaire served as the training. Results: A total of 168 students participated in the study. Their overall knowledge showed a significant increase in between pre-and-post-interventions. Recall and simple decision-making knowledge aspects were better than complex decision-making knowledge. It appeared that participants assimilate knowledge better from visual rather than audio stimuli. Participants with high perception-scores demonstrated better knowledge-scores. However, e-learning was not preferred as a substitute for face-to-face (F2F) teaching. Conclusion: ELITE-DR shows promise in teaching DRM. Simple recall and comprehension levels of knowledge were well-served through this technique. However, for more complex decision-making knowledge, a different approach might be required. ELITE-DR offers flexibility, accessibility, and personalized learning. The content presentation is improved by using several different visual stimuli. This approach is useful for cognitive aspect learning, but it should not replace standard F2F teaching.
    Matched MeSH terms: Computer-Assisted Instruction*
  12. Fulltext Effect of Internet-Based Cognitive Apprenticeship Model (i-CAM) on Statistics Learning among Postgraduate Students
    Saadati F, Ahmad Tarmizi R, Mohd Ayub AF, Abu Bakar K
    PLoS One, 2015;10(7):e0129938.
    PMID: 26132553 DOI: 10.1371/journal.pone.0129938
    Because students' ability to use statistics, which is mathematical in nature, is one of the concerns of educators, embedding within an e-learning system the pedagogical characteristics of learning is 'value added' because it facilitates the conventional method of learning mathematics. Many researchers emphasize the effectiveness of cognitive apprenticeship in learning and problem solving in the workplace. In a cognitive apprenticeship learning model, skills are learned within a community of practitioners through observation of modelling and then practice plus coaching. This study utilized an internet-based Cognitive Apprenticeship Model (i-CAM) in three phases and evaluated its effectiveness for improving statistics problem-solving performance among postgraduate students. The results showed that, when compared to the conventional mathematics learning model, the i-CAM could significantly promote students' problem-solving performance at the end of each phase. In addition, the combination of the differences in students' test scores were considered to be statistically significant after controlling for the pre-test scores. The findings conveyed in this paper confirmed the considerable value of i-CAM in the improvement of statistics learning for non-specialized postgraduate students.
    Matched MeSH terms: Computer-Assisted Instruction/methods*
  13. The broken lecture: an innovative method of teaching
    Nayak SB
    Adv Physiol Educ, 2006 Mar;30(1):48.
    PMID: 16481611
    Matched MeSH terms: Computer-Assisted Instruction/methods
  14. Fulltext Perception towards E-learning and COVID-19 on the mental health status of university students in Malaysia
    Moy FM, Ng YH
    Sci Prog, 2021;104(3):368504211029812.
    PMID: 34260295 DOI: 10.1177/00368504211029812
    The COVID-19 pandemic has disrupted the lives of all including university students. With the preventive measures to reduce the transmission of COVID-19, all face-to-face teaching and learning are converted to e-learning. The COVID-19 pandemic and the implementation of e-learning may influence these students' mental conditions. This study aimed to determine the association of factors with mental health status (depression, anxiety and stress) among university students in Malaysia. Study participants were tertiary education students from both the private and public universities in Malaysia. Participants were recruited via university emails and social media. The survey was administered via the online REDCap platform, from April to June 2020, during the movement control order period in the country. The questionnaire captured data on socio-demographic characteristics, academic information, implementation of e-learning, perception towards e-learning and COVID-19; as well as DASS 21 to screen for depression, anxiety and stress. The levels of stress, anxiety and depression were 56.5% (95% CI: 50.7%, 62.1%), 51.3% (95% CI: 45.6%, 57.0%) and 29.4% (95% CI: 24.3%, 34.8%) respectively. Most participants had good perception towards e-learning but negative perception on COVID-19. From the multivariate analysis, participants with positive perception on COVID-19 were protective towards stress (aOR: 0.96; 95% CI: 0.92, 0.99), anxiety (aOR: 0.94, 95% CI: 0.90, 0.98) and depression (aOR: 0.95; 95% CI: 0.91, 0.99). Older students were 14% (aOR: 0.86, 95% CI: 0.79, 0.94) and 11% (aOR: 0.89: 95% CI: 0.80, 0.99) less likely for anxiety and depression, respectively. Students originated from the Malay ethnicity had higher odds (aOR: 1.93; 95% CI: 1.05, 3.56) for depression. These findings demonstrated that the mental status of university students was greatly affected during the COVID-19 pandemic. Timely and credible information should be disseminated to alleviate their negative perception towards COVID-19.
    Matched MeSH terms: Computer-Assisted Instruction/methods
  15. Fulltext Effect of online formative assessment on summative performance in integrated musculoskeletal system module
    Mitra NK, Barua A
    BMC Med Educ, 2015;15:29.
    PMID: 25884641 DOI: 10.1186/s12909-015-0318-1
    BACKGROUND: The impact of web-based formative assessment practices on performance of undergraduate medical students in summative assessments is not widely studied. This study was conducted among third-year undergraduate medical students of a designated university in Malaysia to compare the effect, on performance in summative assessment, of repeated computer-based formative assessment with automated feedback with that of single paper-based formative assessment with face-to face feedback.
    METHODS: This quasi-randomized trial was conducted among two groups of undergraduate medical students who were selected by stratified random technique from a cohort undertaking the Musculoskeletal module. The control group C (n = 102) was subjected to a paper-based formative MCQ test. The experimental group E (n = 65) was provided three online formative MCQ tests with automated feedback. The summative MCQ test scores for both these groups were collected after the completion of the module.
    RESULTS: In this study, no significant difference was observed between the mean summative scores of the two groups. However, Band 1 students from group E with higher entry qualification showed higher mean score in the summative assessment. A trivial, but significant and positive correlation (r(2) = +0.328) was observed between the online formative test scores and summative assessment scores of group E. The proportionate increase of performance in group E was found to be almost double than group C.
    CONCLUSION: The use of computer based formative test with automated feedback improved the performance of the students with better academic background in the summative assessment. Computer-based formative test can be explored as an optional addition to the curriculum of pre-clinical integrated medical program to improve the performance of the students with higher academic ability.
    Matched MeSH terms: Computer-Assisted Instruction*
  16. Crossing cultural boundaries: flexible approaches and nurse education: a case study
    McKenna LG, Samarawickrema RG
    Comput Inform Nurs, 2003 Sep-Oct;21(5):259-64.
    PMID: 14504602
    Computer-mediated conferencing commonly is used to promote collaborative learning, including student learning across distance. This article presents the outcomes and experiences of Master of Nursing students in three countries using flexible learning approaches facilitated by the use of computer-mediated conferencing. It examines issues relating to support for global nursing education, presents an evaluation of one particular unit, and presents themes in the feedback from students about their experience. The authors report the findings in three categories: broadened perspectives, tackling the technology, and adaptive learning. Furthermore, the article offers suggestions for enhancing student-learning experiences when computer-mediated conferencing facilities are used.
    Matched MeSH terms: Computer-Assisted Instruction/methods*
  17. Fulltext Post-pandemic e-learning: a pre-protocol to assess the impact of mobile VR on learner motivation and engagement for VARK learning styles
    Manzoor SR, Mohd-Isa WN, Dollmat KS
    F1000Res, 2021;10:1106.
    PMID: 35646326 DOI: 10.12688/f1000research.73311.2
    Background: The Covid-19 pandemic has resulted in an abrupt but accelerated shift to e-learning worldwide. Education in a post-pandemic world has to amalgamate the advantages of e-learning with important pedagogical goals associated with in-person teaching. Although various advanced technologies are present at our fingertips today, we are still unable to use their full potential in teaching and learning. In this regard, mobile VR technology is both cost-efficient, versatile and engaging for students. Developing countries have more smartphone users than developed countries, implying that developing countries, like Malaysia, should utilize mobile or cellphones more significantly. With that in mind, we propose here a pre-protocol to investigate learner motivation and levels of engagement for e-learning with smartphone-integrated VR, based on their VARK (Visual, Auditory, Read/Write, Kinesthetic) learning styles. Proposed methodology: This study intends to look into students from the same age group under the K-12 (particularly grade 9-12) belonging to STEM curriculum. The Google Cardboard VR set will be used as the prime technology for its affordability, easy build feature and variety of available vendors. A mixed-method (survey and activity log/tracking) for data collection is suggested to find the degree of engagement and motivation of the learners' learning in the mobile VR-assisted e-learning context. The students will be taught a topic using the mobile VR and then be assessed through simple classroom quizzes to assess how well they grasped the concept. The data collected through activity logs (while teaching the topic in mobile VR) and questionnaires will be mapped to each individual learner and organized in a data repository. Further visualization, analysis and investigation will be performed using Smart PLS, Python or R language. Conclusions: The study aims to provide context for smartphone and software companies to develop technologies that could facilitate learner motivation and engagement during the post-pandemic state.
    Matched MeSH terms: Computer-Assisted Instruction*
  18. Fulltext A cost-effectiveness analysis of blended versus face-to-face delivery of evidence-based medicine to medical students
    Maloney S, Nicklen P, Rivers G, Foo J, Ooi YY, Reeves S, et al.
    J Med Internet Res, 2015;17(7):e182.
    PMID: 26197801 DOI: 10.2196/jmir.4346
    Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear.
    Matched MeSH terms: Computer-Assisted Instruction/economics*; Computer-Assisted Instruction/methods*; Computer-Assisted Instruction/standards
  19. Fulltext Prioritising topics for developing e-learning resources in healthcare curricula: A comparison between students and educators using a modified Delphi survey
    Lim HM, Ng CJ, Teo CH, Lee PY, Kassim PSJ, Nasharuddin NA, et al.
    PLoS One, 2021;16(6):e0253471.
    PMID: 34166432 DOI: 10.1371/journal.pone.0253471
    BACKGROUND: Engaging students in the e-learning development process enhances the effective implementation of e-learning, however, students' priority on the topics for e-learning may differ from that of the educators. This study aims to compare the differences between the students and their educators in prioritising the topics in three healthcare curricula for reusable e-learning object (RLO) development.

    METHOD: A modified Delphi study was conducted among students and educators from University Malaya (UM), Universiti Putra Malaysia (UPM) and Taylor's University (TU) on three undergraduate programmes. In Round 1, participants were asked to select the topics from the respective syllabi to be developed into RLOs. Priority ranking was determined by using frequencies and proportions. The first quartile of the prioritised topics was included in Round 2 survey, which the participants were asked to rate the level of priority of each topic using a 5-point Likert scale. The mean score of the topics was compared between students and educators.

    RESULT: A total of 43 educators and 377 students participated in this study. For UM and TU Pharmacy, there was a mismatch in the prioritised topics between the students and educators. For UPM, both the educators and students have prioritised the same topics in both rounds. To harmonise the prioritisation of topics between students and educators for UM and TU Pharmacy, the topics with a higher mean score by both the students and educators were prioritised.

    CONCLUSION: The mismatch in prioritised topics between students and educators uncovered factors that might influence the prioritisation process. This study highlighted the importance of conducting needs assessment at the beginning of eLearning resources development.

    Matched MeSH terms: Computer-Assisted Instruction*
  20. Fulltext Implementing blended learning in emergency airway management training: a randomized controlled trial
    Kho MHT, Chew KS, Azhar MN, Hamzah ML, Chuah KM, Bustam A, et al.
    BMC Emerg Med, 2018 01 15;18(1):1.
    PMID: 29334925 DOI: 10.1186/s12873-018-0152-y
    BACKGROUND: While emergency airway management training is conventionally conducted via face-to-face learning (F2FL) workshops, there are inherent cost, time, place and manpower limitations in running such workshops. Blended learning (BL) refers to the systematic integration of online and face-to-face learning aimed to facilitate complex thinking skills and flexible participation at a reduced financial, time and manpower cost. This study was conducted to evaluate its effectiveness in emergency airway management training.

    METHODS: A single-center prospective randomised controlled trial involving 30 doctors from Sarawak General Hospital, Malaysia was conducted from September 2016 to February 2017 to compare the effectiveness of BL versus F2FL for emergency airway management training. Participants in the BL arm were given a period of 12 days to go through the online materials in a learning management system while those in the F2FL arm attended a-day of face-to-face lectures (8 h). Participants from both arms then attended a day of hands-on session consisting of simulation skills training with airway manikins. Pre- and post-tests in knowledge and practical skills were administered. E-learning experience and the perception towards BL among participants in the BL arm were also assessed.

    RESULTS: Significant improvements in post-test scores as compared to pre-test scores were noted for participants in both BL and F2FL arms for knowledge, practical, and total scores. The degree of increment between the BL group and the F2FL arms for all categories were not significantly different (total scores: 35 marks, inter-quartile range (IQR) 15.0 - 41.0 vs. 31 marks, IQR 24.0 - 41.0, p = 0.690; theory scores: 18 marks, IQR 9 - 24 vs. 19 marks, IQR 15 - 20, p = 0.992; practical scores: 11 marks, IQR 5 -18 vs. 10 marks, IQR 9 - 20, p = 0.461 respectively). The overall perception towards BL was positive.

    CONCLUSIONS: Blended learning is as effective as face-to-face learning for emergency airway management training of junior doctors, suggesting that blended learning may be a feasible alternative to face-to-face learning for such skill training in emergency departments.

    TRIAL REGISTRATION: Malaysian National Medical Research NMRR-16-696-30190 . Registered 28 April 2016.

    Matched MeSH terms: Computer-Assisted Instruction/methods*
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