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ORIGINAL ARTICLE
Year : 2021  |  Volume : 48  |  Issue : 3  |  Page : 165-170

Information and communication technology in medical education: A survey among medical students' of Bangladesh


1 Department of Pharmacology, BGC Trust Medical College, Chittagong, Bangladesh
2 Department of Medicine, Agrabad, Chittagong, Bangladesh
3 Department of Pharmacology, Army Medical College, Chittagong, Bangladesh
4 Department of Medical Education, Chattogram Maa-O-Shishu Hospital Medical College, Chittagong, Bangladesh
5 Department of Physical Medicine, University of Newcastle Australia, NSW, Australia
6 Department of Pharmacy, Jahangir Nagar University, Dhaka, Bangladesh
7 Department of Medical Education, University of Newcastle Australia, NSW, Australia
8 Department of Pharmacology, Rangamati Medical College, Rangamati, Bangladesh
9 Department of Pharmacology, CMOSHMC, Chittagong, Bangladesh
10 Department of Pharmacology, CIMC

Correspondence Address:
Dr. Rajat Sanker Roy Biswas
Department of Medicine, Agrabad, Chittagong
Bangladesh
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jss.jss_93_20

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Background: Bangladesh is declared as “Digital Bangladesh” however, medical students are least acquainted with the necessary information and communication technology (ICT) knowledge in the context of medical education. We have conducted a survey to know about digital equipment ownership, therefore, carried out a self-reported assessment of knowledge and utilization of ICT in relation to educational and clinical development. Materials and Methods: A cross-sectional, multi-centered questionnaire survey was conducted among the medical students during the period of October 2019. Results and Discussions: In total 467 medical students responded to the questionnaire in which 92% of the students owned a Google android smartphone and accessed the Internet on their devices. Sixty-nine percent of students have (1–5) medical-related apps in their device and drug formulary apps most commonly used 43%. Fifty-nine percent of students have gained their present computer knowledge through self-learning. For study work with fellow student, 90% of students preferred Facebook group, WhatsApp, and Viber. While there was a range of variation in the usage of nonacademic search engines 72% of Google and no usages were found for more dedicated academic services such as PubMed and Medscape. According to 74% of students, inadequate integration of ICT knowledge into their syllabus culminated in insufficient future professional skills. All students were keen on a basic ICT learning program at the beginning of their medical courses. Conclusion: The study revealed that to prepare medical students for using ICT in their academic work adequately, introducing ICT training at the initial stage of the undergraduate program and designing the curriculum to develop a multiplicity of skills is essential in addition to an integrated teaching method.


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