A Preliminary Evaluation of the e-Learning for Renal Applied Pharmacology Tool for Enhancing Pharmacology Learning: A Pilot Quasi-Experimental Study
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Abstract
Electronic learning (e-learning) or online learning in medical education has become increasingly prevalent, especially during the COVID-19 pandemic. However, poor student engagement and reduced motivation are among the critical challenges associated with online learning. The e-learning for Renal Applied Pharmacology (e-RAP) is a new technology-enhanced learning tool that includes a nephron image augmented with several Quick Response (QR) codes. It allows students to access relevant QR-linked educational materials prepared by the teachers. This quasi-experimental pilot study examined whether use of the e-RAP tool was associated with differences in cognitive performance, engagement, and motivation among 105 preclinical medical students at Universiti Sultan Zainal Abidin (UniSZA), Malaysia. Participants in the intervention group (Year 2, n = 45) used the e-RAP tool, while the control group (Year 1, n = 60) received conventional teaching. Cognitive performance, engagement, and motivation scores were measured using pre- and posttest multiple-choice questions (MCQ), the Burch Engagement Survey for Students, and the Motivated Strategies for Learning Questionnaire, respectively. Both groups demonstrated improvements in mean cognitive scores from pre- to post-test MCQ, with greater gains in the intervention group than in the control group. The intervention group was also associated with higher emotional and cognitive engagement (both in and out of class) and higher scores in several motivational domains, including intrinsic value, cognitive strategy use, and selfregulation. Although groups differed by academic year, baseline knowledge was comparable. Taken together, these preliminary findings suggest that e-RAP use may be associated with differences in cognitive performance, engagement, and motivation.
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