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Related Experiment Video

Updated: Jul 9, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Can medical students from two cultures learn effectively from a shared web-based learning environment?

Phillip Evans1, Yasuyuki Suzuki, Michael Begg

  • 1Medical Teaching Organisation, University of Edinburgh, Edinburgh, UK. phillip.evans@ed.ac.uk

Medical Education
|December 19, 2007
PubMed
Summary

Medical students from different cultures can learn effectively in a shared web-based learning environment (WBA) if language and curriculum align. Effective online problem-based learning requires groups of 16 or more students.

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Digital Learning
  • Cross-Cultural Studies

Background:

  • Web-based learning environments (WBA) offer potential for international collaboration in medical education.
  • Cultural and logistical differences can pose challenges to shared online learning experiences.

Purpose of the Study:

  • To determine if medical students from diverse cultural backgrounds can effectively learn together in a shared web-based learning environment.
  • To identify key factors influencing the success of cross-cultural web-based learning in medical education.

Main Methods:

  • Collaborative 2-week clinical genetics teaching using problem-based learning (PBL) in a web-based application (WBA).
  • Involved medical students from Edinburgh, UK, and Gifu, Japan.
  • Addressed issues of language, time zones, curriculum alignment, and pedagogical effectiveness.

Main Results:

  • Shared WBAs are feasible when learning outcomes, problem scenarios, and student language proficiency are consistent.
  • Problem-based learning is most effective in online discussion boards with groups of 16 or more students.
  • Students supplement WBAs with face-to-face interactions with peers and tutors, rather than relying on them as a primary resource.

Conclusions:

  • Web-based learning environments can facilitate effective cross-cultural medical education under specific conditions.
  • Successful implementation requires careful consideration of language, curriculum, and group dynamics for online problem-based learning.
  • A blended approach, combining online and face-to-face interactions, enhances the overall learning experience.