The Value of Internet Tools in Undergraduate Surgical Education: Perspective of Medical Students in a Developing Country
Authors: Ekenze S. O. , Okafor C. I. , Ekenze O. S. , Nwosu J. N. , Ezepue U. F. 
Published: November 2016

Objective

Advances in information technology (IT) in the past decade present opportunities and challenges in undergraduate surgical education. There may be need to evaluate the knowledge base and the use of Internet tools among medical students in settings where traditional mode of education is preeminent. This may help to establish a conceptual framework for integrating e‐learning into the traditional teaching to enhance learning experience. In this study, we evaluated the medical students’ knowledge and use of Internet tools, and their opinion on the application of these tools in surgical education.

Methods

We undertook a cross‐sectional survey of 2013 and 2014 graduating medical class of College of Medicine University of Nigeria, Enugu using structured self‐administered questionnaire. The survey assessed the knowledge, utility, and application of Internet tools in surgical education using 5‐point Likert scale.

Results

Overall response rate was 78% (227/291) comprising 151 (66.5%) males and 76 (33.5%) females. The median age was 24 years (range 20–33 years). Although 106 (46.7%) had formal training on information technology, 223 (98.2%) can access Internet, and 162 (71.4%) use one or more of the Internet tools, 90.6% (96/106) of those trained on ICT use Internet for education/learning compared to 88.4% (107/121) of those without ICT training (p = 0.76). Google™ search tool had the highest rating in terms of familiarity and utility for education/learning (mean rating 4.3 on a scale of 5.0), while Skype™ had the least rating (mean 2.0). Overall, 89% of respondents (mean rating 4.5 on a scale of 5.0) indicated that Internet tools could be effectively applied in surgical education specifically in areas of lectures, assignments, real‐time procedure demonstration, case discussion, and interaction with surgical experts. The key benefits are utility as a regular self‐assessment tool (mean rating = 4.6) and offer of flexible learning schedule (mean rating = 4.0). Fifty‐two percent (118/227) strongly agree that combination of the use of Internet tools with the traditional teaching may give better learning outcome (mean rating 4.44). The major challenges were cost of accessing Internet (n = 126; 55.5%), lack of facility with the technology (n = 115; 50.7%), and network availability (n = 96; 42.3%). Availability of affordable Internet (n = 205; 90.3%), improvement of training on ICT (n = 135; 59.5%), and encouragement of the use of these tools by faculty (n = 107; 47.1%) were the major suggestions to address the challenges.

Conclusion

In our setting, a substantial number of undergraduate medical students are familiar with and use Internet tools for learning and believe that the tools may have utility in surgical education. However, to further consolidate and enhance learning experience, it may be useful to integrate this learning modality with the traditional mode of teaching through a well thought out curriculum modification.