Table 3.

Using e-learning due to faculty shortages

Country	Author	School	Educational topic	Reason	Type of e-learning	Challenges	Overall evaluation
India	Agrawal [4]	Sanjay Gandhi Post Graduate Institute of Medical Sciences; Chattrapati Sahuji Maharaj Medical University	Clinical oncology, medical physics, radiobiology (all for radiation oncology training)	Expand reach	Videoconferencing sessions to connect understaffed radiotherapy departments	bandwidth (picture quality, time lag), presenter availability	Students found topics to be relevant, but remote trainees preferred in-person lectures due to technical difficulties with videoconferencing
	Kaliyadan [9]	Amrita Institute of Medical Sciences	Dermatology (structure and function of skin, morphology of skin lesions, psoriasis, leprosy, STIs)	Supplement	Digital self-learning modules with power-point presentations, videos demonstrating signs used in dermatological examination, interactive quizzes, crosswords and matching puzzles	Image and video quality	Students were liked the modules and were comfortable using them; there were no significant differences in knowledge acquisition from modules vs. traditional educational methods
Ghana	Adanu [10]	University of Ghana; Kwame Nkrumah University of Science and Technology	Biology (polymerase chain reaction), surgery (abdominal hysterectomy)	Supplement	Modularized programs specific to each topic with interactive text, videos, lectures, photos, and animations (created by faculty)	Electronic media could not be played on some computers	Medical students were able to access the modules easily and found them to be helpful educationally
Malaysia	Seluakumaran [11]	University of Malaya	Physiology	Supplement	Integrated the Moodle e-learning platform into undergrad physiology course (site included audiovisual resources and quizzes)	Poor internet connection and download speed	Student marks improved with the use of Moodle. Students were generally satisfied with the e-learning tool
South Africa	Mars [3]	University of KwaZulu Natal	All medical disciplines, including nursing	Expand reach	Videoconferencing of seminars, grand rounds, journal clubs, and research meetings to reach students at peripheral hospitals	Bandwidth (available, but cost is prohibitive); visual quality of slides	No difference in knowledge acquisition between e-learning and traditional learners; most instructors rated it as a good teaching tool
				Supplement	Moodle learning management system	Access to computers for regular use
	McLean [8]	University of Natal Medical School	Histology	Supplement	Digital textbook and interactive multimedia packages on the eye and integumentary system		The majority of students thought that while CAI should supplement traditional learning it should not completely replace it. The interactive packages were valued more than the digital textbook.
Sri Lanka	Rajapakse [7]	University of Colombo	All undergraduate courses	Supplement	Established a virtual learning center: Moodle learning management system with interactive modules and assessments; virtual library	Staffing and time to produce learning material	The majority of students thought the LMS was useful. Most students use the virtual learning center to access the learning modules and the internet.
Turkey	Oz [5]	Istanbul University and Harran University	Basic sciences	Expand reach	Synchronous classroom conferencing to connect the two universities – video streamed the instructor, content from the document camera, PP presentations, and students in both locations; "boardcasted" two whiteboards that the instructor would use to write on	Connectivity; faculty learning curve	Students were positive about the course. Midterm and final exam scores were similar for students on both ends of the conferencing system.