Mwaka, E.S., Kukiriza, J., Mwesigwa, C., Munabi, I.G., Buwembo, W., Kirum, G., Kyamanawa, I., Okello, M., Kiryowa, H. and Tumusiime, G. (2016) Mandatory Anatomy Dissection, Effect on Examination Performance. Anatomy Journal of Africa, 5, 727-734.

has been cited by the following article:

• TITLE: Effect of an eLearning Intervention on Undergraduate Health Professional Student’s General Histology and Embryology Summative Examination Scores

  AUTHORS: Ian G. Munabi, Erisa S. Mwaka, Gonzaga G. Kirum, Haruna Kirwowa, Aloysius Gonzaga Mubuuke, Sarah Kiguli, William Buwembo

  KEYWORDS: eLearning, Interaction Equivalency Theorem, Bayesian Multilevel Modelling

  JOURNAL NAME: Open Access Library Journal, Vol.7 No.6, June 18, 2020

  ABSTRACT: Sub-Saharan Africa has the worst global shortage of health professionals. The use of eLearning interventions, that lead to increased interactions according to the Interaction Equivalency theorem, is a potential means of addressing this shortage of health professionals. In this audit we set out to determine the effect of an eLearning general histology and general embryology intervention on student’s summative examination scores. The audit compared the written and practical summative examination scores of three sets of student examinations one of which had a five-week eLearning intervention. Two of the examinations were for the same students in one year but different courses while the other two were for students doing the same subject but in different years. In each of the above pair of examinations there was one group from the course that had the eLearning intervention. A Bayesian multilevel regression modelling approach was used to analyse the student scores. The course with the online eLearning intervention had significantly better scores (p-value