4-6 June 2014 | EPFL, Lausanne, Switzerland
[Internet Use by Radiology Teachers and Students at King Abdulaziz University: An Analysis] The poster published on the conference book page: 162 Session Number: Theme 2, [IC8] Awad Elkhadir 1, Saddiq Jastaniah 1 1 Diagnostic Radiology Department, King Abdulaziz University, Jeddah, Saudi Arabia Presenting author’s email address:
[email protected] Keywords: Internet use; Independent Learning ; Information seeking; Radiology education, Brief biography of presenting authors: Name CURENT JOB QUALIFICATION 1.Dr.Awad Mohamed Elkhadir Assistant professor, King Abdulaziz PhD in medical diagnostic University-FAMS. ultrasound-Ludes universitySwitzerland, 2010 2.Dr.Saddiq Jastaniah PhD, Medical Radiation Physics, University of Surrey, UK, 2003
Abstract: Up to 85% of Teachers and students reported that they used internet on daily bases. (12%) said that they used the Internet (2-3) times in a week. Again, this indicates that most of them use it every day. The maximum number of respondents i.e. (32%) use the Internet for more than 20 hours a week. (30%) use the Internet for 10-20 hours a week, (14%) for 2-4 hours a week, (12%) for 5-6 hours a week and (10%) for7-9 hours a week. Only (2%) respondents have indicated that they use Internet for less than one hour a week. A majority of the respondents i.e. (50%) feel that the Internet can replace library services, if they find free downloadable books, because they find that it is easier to locate the desired information on the Internet than in the library. (45%) respondents feel that the Internet cannot replace library services. Only (5%)had no comments. Introduction Radiology educators are encouraged to embrace independent learning approaches with undergraduate students.1-2 The successful independent learner knows where to look for information in their discipline area. 3-4-5It has been recommended that literature searching for radiography should occur across several databases to include both discipline specific as well as more generalized health and medical journal articles. 6 It is both timely and important to investigate and analyze how radiology teachers and students use the internet. The main objective of this study to analyze, evaluate and document the issues of utilization of the Internet and related for teacher and students in diagnostic radiology department in the faculty of applied medical sciences, King Abdulaziz University, Saudi Arabia. The perceived impact of the Internet on their academic efficiency and problems faced by them while using the Internet. Methods Questionnaires were distributing randomly to group of radiology teachers (10) and students (90) in diagnostic radiology department in the faculty of applied medical sciences (FAMS), King Abdulaziz University in Jeddah Saudi Arabia. The survey was particularly structured to assess the benefits of the Internet over conventional resources of information.
Results
Frequency of Internet Use.
Amount of Time spent on the Internet.
Image 1: FAMS Library.
Image 2:Radiology Students from FAMS use internet for information seeking.
Can Internet Replace Library Services?
Comparaison of Conventional Documents and Internet.
Conclusion The information on the Internet is not usually available in an organized way and users may not be unable to get accurate information from the Internet. In order to make the Internet more beneficial, library staff who have acquired a good deal of experience in the collection, organization and retrieval of information should feel dutybound to see that the users are able to obtain right information at the right time. For this, they should organize and classify the information on a Website in such a way that the users are able to find information more easier when they need it for their studies or research purposes. The scope of the study was limited to some users in diagnostic radiology department.There is a vast scope for future research in different types of users’ behavior, comparison of user’s behavior, attitudes towards the Internet and harnessing Information Technology for Education. References 1. Sim J, Zadnik MG, Radloff A. University and workplace cultures:their impact on the development of lifelong learners. Radiography 2003;9:99e107. 2.McMahon T. Teaching medicine and allied disciplines in the 21st century e lessons from Ireland on the continuing need for reform. Radiography 2005;11:61e5. 3. Candy PC. Self-direction for lifelong learning. San Francisco:Jossey-Bass Publishers; 1991. 4. Candy PC, Crebert G, O’Leary J. Developing lifelong learners through undergraduate education. Canberra: National Board of Employment, Education and Training; 1994. 5. Bundy A. Australian and New Zealand information literacy framework: principles, standards and practice. 2nd ed. Adelaide:Australian and New Zealand Institute for Information Literacy; 2004. 6.Brettle A, Gambling T. Needle in a haystack? Effective literature searching for research. Radiography 2003;9:229e36.
