TY - JOUR
T1 - Predictive Factors of Positive E-Learning Experience
AU - Ludden-Schlatter, Alicia
AU - Clithero-Eridon, Amy
AU - Myers, Orrin
AU - Kelts, Kay
AU - Scartozzi, Christina
AU - Kibria, Zakaria
AU - Wilson, Gwen
AU - Jarrett, Jennie B.
N1 - Publisher Copyright:
© 2022, Society of Teachers of Family Medicine. All rights reserved.
PY - 2022/6
Y1 - 2022/6
N2 - BACKGROUND AND OBJECTIVES: During the COVID-19 pandemic, medical schools and residencies have utilized electronic learning (e-learning). Factors such as internet access, age, degree of introversion/extroversion, and propen-sity to adopt new technologies impact attitudes toward e-learning. This study investigates family medicine educators’ satisfaction, effectiveness, and feasibility perceptions of e-learning, characterizes demographic factors impacting at-titudes, and identifies which aspects of e-learning are important to educators. METHODS: In fall 2020, a cross-sectional survey via the 2020 Council of Academic Family Medicine’s (CAFM) Educational Research Alliance (CERA) general membership survey was conducted. Members of CAFM-affiliated associations were invited by email to participate. RESULTS: The response rate for the survey was 20.1% (n=862). Of the respon-dents, 40.4% (n=311) reported satisfaction with e-learning, 47.8% (n=368) found e-learning feasible, and 24.2% (n=186) reported e-learning met their educational goals. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, introvert/extrovert status, or technology adopter status. Interactive capabilities were the most important factor for e-learning satisfaction (55.9%) and effectiveness (62.0%). Sufficient time was the most frequently selected factor for ease of adoption. Baby Boomer respondents reported platforms not user-friendly, insufficient prior experience as the greatest obstacle more frequently than other generations, and insufficient time less frequently than other generations. Otherwise, rankings of e-learning factors were similar among groups. CONCLUSIONS: Satisfaction with and perceived feasibility and effectiveness of e-learning varies among family medicine educators. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, intro-vert/extrovert status, or technology adopter status. Respondents consistently ranked interactive capabilities most important for e-learning satisfaction and effectiveness. More research is needed to compare student and learner per-spectives regarding e-learning.
AB - BACKGROUND AND OBJECTIVES: During the COVID-19 pandemic, medical schools and residencies have utilized electronic learning (e-learning). Factors such as internet access, age, degree of introversion/extroversion, and propen-sity to adopt new technologies impact attitudes toward e-learning. This study investigates family medicine educators’ satisfaction, effectiveness, and feasibility perceptions of e-learning, characterizes demographic factors impacting at-titudes, and identifies which aspects of e-learning are important to educators. METHODS: In fall 2020, a cross-sectional survey via the 2020 Council of Academic Family Medicine’s (CAFM) Educational Research Alliance (CERA) general membership survey was conducted. Members of CAFM-affiliated associations were invited by email to participate. RESULTS: The response rate for the survey was 20.1% (n=862). Of the respon-dents, 40.4% (n=311) reported satisfaction with e-learning, 47.8% (n=368) found e-learning feasible, and 24.2% (n=186) reported e-learning met their educational goals. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, introvert/extrovert status, or technology adopter status. Interactive capabilities were the most important factor for e-learning satisfaction (55.9%) and effectiveness (62.0%). Sufficient time was the most frequently selected factor for ease of adoption. Baby Boomer respondents reported platforms not user-friendly, insufficient prior experience as the greatest obstacle more frequently than other generations, and insufficient time less frequently than other generations. Otherwise, rankings of e-learning factors were similar among groups. CONCLUSIONS: Satisfaction with and perceived feasibility and effectiveness of e-learning varies among family medicine educators. No differences were found in satisfaction, feasibility, or effectiveness scores according to generation, intro-vert/extrovert status, or technology adopter status. Respondents consistently ranked interactive capabilities most important for e-learning satisfaction and effectiveness. More research is needed to compare student and learner per-spectives regarding e-learning.
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U2 - 10.22454/FamMed.2022.985489
DO - 10.22454/FamMed.2022.985489
M3 - Article
C2 - 35675458
AN - SCOPUS:85131628039
SN - 0742-3225
VL - 54
SP - 444
EP - 451
JO - Family medicine
JF - Family medicine
IS - 6
ER -