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Journal Issue
Volume 18 Issue 1 / Jan 2020  pp1‑115

Editor: Rikke Ørngreen, Heinrich Söbke

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Enthusiastic Academic and Support Service Staff as an Agent for Change: A Case Study Based on a Project in African Higher Education Institutes  pp1‑12

Ari Haaranen, Jarmo Saarti

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Designing Questions for Research Design and Design Research in e‑Learning  pp13‑24

Johannes C. Cronje

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Medical Student Perceptions of Integration of a Customized Cloud Based Learning Operating System into Problem Based Learning Tutorials  pp25‑39

Rima Abdul Razzak, Zuheir Hasan, Arpan Stephen

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A Comparison Between Virtual Patient and Peer‑Assisted Learning in Teaching Basic Medical Knowledge and Skills  pp40‑56

Lukas Seifert, Arda Manap, Jasmina Sterz, Ferdinand Gerlach, Robert Sader

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The Studentische Poliklinik is Germany’s first student‑run free clinic. Prior to fulfilling clinical obligations there, students must complete an extensive peer‑assisted learning program (PAL). Due to capacity constraints, a web‑based learning program involving virtual patients has been launched. The aim of this study was to evaluate and compare the effectiveness of Virtual Patient Learning (VPL) vs. PAL in the acquisition of basic medical knowledge and skills. Forty undergraduate medical students (m=9; f=31) in their third year were randomly assigned to either the PAL (n=20), or VPL (n=20). Short‑term (after each seminar) and long‑term learning retention (after completion of the electives) was measured using a validated theoretical test. Objective structured clinical examinations (OSCE) were used to assess practical knowledge. Additionally, the course itself was evaluated. Differences in theoretical knowledge between students in the PAL and VPL existed over the short term (VPL median = 100%; PAL median = 80; p = 0.006), but not over the long term (VPL = 94.17; PAL = 95.62 %; p = 0.617). An assessment of practical skills showed no differences in OSCE scores between the two different groups (VPL = 79.30 %; PAL = 80.26 %; p = 0.141). Students assessed their learning experience and the comprehensibility of seminars as either “very good” or “good”. Basic medical knowledge and skills can be taught as effectively using VPL as PAL. Given the cost‑effectiveness, high reproducibility and freedom of time and place, VPL should be performed more often when teaching family medicine in student‑run free clinics. Ultimately, this may result in enhanced treatment quality and patient satisfaction. 


Keywords: Student-Run Free Clinic, Peer-assisted Learning, Web-based learning, Virtual Patient, Medical Education, Family Medicine


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Contextualisation of the Information Literacy Environment in the South African Education Sector  pp57‑68

Oluwole O. Durodolu, Samuel Maredi Mojapelo

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Codifying Game‑Based Learning: Development and Application of LEAGUÊ Framework for Learning Games  pp69‑87

Rabail Tahir, Alf Inge Wang

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When is Open and Online Learning Relevant for Curriculum Change in Higher Education? Digital and Network Society Perspective  pp88‑101

Airina Volungevičienė, Margarita Teresevičienė, Ulf-Daniel Ehlers

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Business Model of Learning Platforms in Sharing Economy  pp102‑113

Eduardo Cornejo-Velazquez et al

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Editorial for EJEL Volume 18 Issue 1  pp114‑115

Heinrich Söbke, Maria Cubric.

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