@article{10.22454/FamMed.2022.985489,
author = {Ludden-Schlatter, Alicia and Clithero-Eridon, Amy and Myers, Orrin and Kelts, Kay and Scartozzi, Christina and Kibria, Zakaria and Wilson, Gwen and Jarrett, Jennie B.},
title = {Predictive Factors of Positive E-Learning Experience},
journal = {Family Medicine},
volume = {54},
number = {6},
year = {2022},
month = {6},
pages = {441-451},
doi = {10.22454/FamMed.2022.985489},
abstract = {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 propensity 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 attitudes, 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 respondents, 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, introvert/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 perspectives regarding e-learning.},
URL = {https://journals.stfm.org//familymedicine/2022/june/ludden-schlatter-2021-0143/},
eprint = {https://journals.stfm.org//media/4864/ludden-schlatter-2021-0143.pdf},
}