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Bolander Laksov K, Knez R, Steingrimsson S, El Alaoui S, Sörman K. Beyond theoretical courses - A study of Swedish psychiatric residents' collegial learning through conversations in the workplace. Nord J Psychiatry 2024:1-8. [PMID: 38669224 DOI: 10.1080/08039488.2024.2340665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 03/28/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND Collegial conversations are important for sustainable learning to last beyond a course. Research on collegial conversations and peer learning in the workplace during psychiatric residency courses remains sparse, however. In this study, the aim was to explore residents' opportunities for collegial conversations during and after national courses in psychiatry. METHODS Residents in psychiatry completed an online survey including questions on opportunities for collegial conversations in their workplaces. Logistic regression was used for multivariate analysis and thematic content analysis was used for the open-ended answers where a theoretical framework of communities of practice was employed for the interpretation of the findings. RESULTS The survey was completed by 112 residents out of 725 (15,4%). The participants reported few structured forums for collegial discussion. The results of multivariate analysis suggest that more women than men feel it is advantageous to attend courses with others from the same workplace or from the same group of residents, described here as a team. The analysis of qualitative data identified how opportunities for collegial conversations differ across contexts and the type of values that are attached to team participation in residency courses. CONCLUSIONS This study highlights the importance of collegial conversations as a way to sustain the learning from residency courses into the workplace. By learning about residents' perceptions of collegial conversations during and after courses, teachers and directors may be more able to support residents' lifelong learning and professional development.
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Affiliation(s)
- Klara Bolander Laksov
- Department of Education, Stockholm University, Stockholm, Sweden
- Centre for Engineering Education, Lund University, Lund, Sweden
| | - Rajna Knez
- The School of Health Sciences, University of Skövde, Skövde, Sweden
- Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Steinn Steingrimsson
- Institute of Neuroscience and Physiology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
- Department of Psychiatry, Sahlgrenska University Hospital, Region Västra Götaland, Gothenburg, Sweden
| | - Samir El Alaoui
- Centre for Psychiatry Research, Department of Clinical Neuroscience, & Stockholm Health Care Services, Region Stockholm, Karolinska Institution, Stockholm, Sweden
| | - Karolina Sörman
- Centre for Psychiatry Research, Department of Clinical Neuroscience, & Stockholm Health Care Services, Region Stockholm, Karolinska Institution, Stockholm, Sweden
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De Louche CD, Taylor C, Weiss VBN, Amendra D, Philp J, Parrott R, Hall S, Border S. Investigating the impact of remote neuroanatomy education during the COVID-19 pandemic using online examination performance in a National Undergraduate Neuroanatomy Competition. Anat Sci Educ 2024. [PMID: 38600432 DOI: 10.1002/ase.2427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2023] [Revised: 03/11/2024] [Accepted: 03/28/2024] [Indexed: 04/12/2024]
Abstract
Neuroanatomy is a notoriously challenging subject for medical students to learn. Due to the coronavirus disease-19 (COVID-19) pandemic, anatomical education transitioned to an online format. We assessed student performance in, and attitudes toward, an online neuroanatomy assessment compared to an in-person equivalent, as a marker of the efficacy of remote neuroanatomy education. Participants in the National Undergraduate Neuroanatomy Competition (NUNC) 2021 undertook two online examinations: a neuroanatomically themed multiple-choice question paper and anatomy spotter. Students completed pre- and post-examination questionnaires to gauge their attitudes toward the online competition and prior experience of online anatomical teaching/assessment. To evaluate performance, we compared scores of students who sat the online (2021) and in-person (2017) examinations, using 12 identical neuroradiology questions present in both years. Forty-six percent of NUNC 2021 participants had taken an online anatomy examination in the previous 12 months, but this did not impact examination performance significantly (p > 0.05). There was no significant difference in examination scores between in-person and online examinations using the 12 neuroradiology questions (p = 0.69). Fifty percent of participants found the online format less enjoyable, with 63% citing significantly fewer networking opportunities. The online competition was less stressful for 55% of participants. This study provides some evidence to suggest that student performance is not affected when undertaking online examinations and proposes that online neuroanatomy teaching methods, particularly for neuroradiology, may be equally as effective as in-person approaches within this context. Participants perceived online examinations as less stressful but raised concerns surrounding the networking potential and enjoyment of online events.
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Affiliation(s)
- Calvin D De Louche
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Charles Taylor
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Veronique B N Weiss
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Damian Amendra
- Salisbury NHS Foundation Trust, Salisbury District Hospital, Salisbury, UK
| | - Janet Philp
- Deanery of Biomedical Sciences, University of Edinburgh, Edinburgh, UK
| | - Rachel Parrott
- MBSB North Haugh, University of St Andrews, St Andrews, UK
| | - Samuel Hall
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
| | - Scott Border
- Faculty of Medicine, University of Southampton, Southampton General Hospital, Southampton, UK
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
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Alharbi JH, Sherbini FT, Alzahri NA, Ahmed ME, Kumar RS. Navigating Virtual Learning Landscapes: Perspectives of Health Sciences Students in Saudi Arabia During the COVID-19 Pandemic. Cureus 2024; 16:e58504. [PMID: 38765425 PMCID: PMC11101908 DOI: 10.7759/cureus.58504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/17/2024] [Indexed: 05/22/2024] Open
Abstract
Introduction In December 2019, COVID-19 originated in Wuhan, China, triggering a global pandemic. However, the Saudi Arabian Ministry of Education ensured the safe continuation of teaching and learning activities. Amid the pandemic, health sciences students were exposed to diverse learning opportunities. Methods This study seeks to explore their experiences with online teaching. Conducted as a descriptive cross-sectional study, it involved 397 health sciences students from three universities in the Makkah province who had encountered both traditional and virtual teaching methods. Results Most participants were female (71.1%), predominantly from Jeddah city (76.5%). The highest agreement scores were observed for student comprehension during online sessions (61.1%). A significant proportion (74.4%) found paying attention during online lectures easier than traditional ones. Blackboard emerged as the preferred educational platform for online teaching. Notably, there were no significant variations in students' perceptions of online teaching based on location, gender, or specialisation. Approximately 54.7% of students preferred watching their instructors through a webcam during online lectures. Conclusion Medical educators can leverage these findings to develop standardised teaching protocols and enhance the effectiveness of online education systems. The study underscores the importance of instructors using webcams during online teaching sessions, as it allows students to visually connect with their instructors, potentially improving the learning experience.
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Affiliation(s)
- Jana H Alharbi
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences & King Abdullah International Medical Research Center (KAIMRC), Jeddah, SAU
| | - Fatma T Sherbini
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences & King Abdullah International Medical Research Center (KAIMRC), Jeddah, SAU
| | - Nouf A Alzahri
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences & King Abdullah International Medical Research Center (KAIMRC), Jeddah, SAU
| | - Mohamed E Ahmed
- Department of Basic Sciences, College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences & King Abdullah International Medical Research Center (KAIMRC), Jeddah, SAU
| | - Raju S Kumar
- Department of Basic Sciences, College of Science and Health Professions, King Saud bin Abdulaziz University for Health Sciences & King Abdullah International Medical Research Center (KAIMRC), Jeddah, SAU
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Song M, Zhang L, Ji Q, Ji P, Xu J, Chen Y, Guo L. Nursing students' emotions, educational concerns, and the impact of study careers and professional futures during the COVID-19 pandemic: a cross-sectional study. BMC Med Educ 2024; 24:278. [PMID: 38481261 PMCID: PMC10938772 DOI: 10.1186/s12909-024-05231-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Accepted: 02/27/2024] [Indexed: 03/17/2024]
Abstract
BACKGROUND COVID-19 is a challenge to education systems worldwide. The aim of the study was to explore the impact of COVID-19-pandemic-related emotions and COVID-19-related concern for education on the study careers and professional futures of nursing students. METHODS The study was completed between March and June 2023 using a multi-stage sampling design. A total of 1126 nursing students were recruited to complete the questionnaire. The self-administered questionnaire consisted of basic characteristics of the subjects, the COVID-19-pandemic-related emotions scale, the COVID-19-related concern for education scale, and the impact of the COVID-19 on study careers and professional futures scale (SCPFI-19 S). One-way ANOVA/t-test, correlation coefficient analysis, and hierarchical linear regression analysis were used to explore factors influencing changes in study careers and professional futures, and the relationship between COVID-19-pandemic-related emotions and COVID-19-related concern for education. RESULTS Univariate analysis of variance indicated that residence, willingness, and whether to engage in nursing after graduation were related to SCPFI-19 S (P < 0.05). COVID-19-pandemic-related emotions and COVID-19-related concern for education were significantly and positively associated with SCPFI-19 S (r = 0.566, P < 0.01; r = 0.199, P < 0.01). Stratified multiple regression analysis showed that COVID-19-pandemic-related emotions and COVID-19-related concern for education of nursing students were significant predictors of SCPFI-19 S. CONCLUSION Overall, both COVID-19-pandemic-related emotions and COVID-19-related concern for education were significantly correlated with SCPFI-19 S. In future interventions, schools should consider structures and strategies to support students' mental health and educational trajectories during current and future epidemics or similar crises.
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Affiliation(s)
- Miaojing Song
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Lin Zhang
- Department of Internal Medicine Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, PR China
| | - Qiqi Ji
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Pengjuan Ji
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Jiashuang Xu
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Yian Chen
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Leilei Guo
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China.
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Peng R, Wang S, Liu N. Factors influencing Chinese EFL students' online learning anxiety in the post-COVID-19 era. Heliyon 2024; 10:e26112. [PMID: 38390135 PMCID: PMC10881876 DOI: 10.1016/j.heliyon.2024.e26112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 02/05/2024] [Accepted: 02/07/2024] [Indexed: 02/24/2024] Open
Abstract
Online learning has evolved as an attractive and viable option for education, yet there is a need for further research to investigate the factors contributing to students' online learning anxiety regarding the college English course. Based on Keegan's distance education framework, this study examines the factors impacting online learning anxiety among English as foreign language (EFL) students in the Chinese context during the post-COVID-19 era. Data were collected from 899 EFL students across different regions of China through an online survey. Follow-up interviews with ten students provided additional insights into the association between online English learning and anxiety. The collected data underwent descriptive analysis, exploratory factor analysis, reliability analysis, and multiple linear regression analysis to examine the relationship between online learning anxiety and the identified factors. The results of our study indicate that many Chinese EFL students experienced different degrees of anxiety, ranging from mild to moderate or severe. Moreover, online learning anxiety among Chinese EFL students was positively predicted by a lack of learning motivation, separation from instructors, separation from peers, and technological challenges, while a lack of two-way communication negatively predicted it. The findings underscore the importance of taking effective measures and offering psychological guidance for Chinese EFL students to alleviate anxiety and facilitate their successful adaptation to the new normal of online learning.
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Affiliation(s)
- Renzhong Peng
- School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, Hubei, China
| | - Shiying Wang
- School of Foreign Languages, Huazhong University of Science and Technology, Wuhan, Hubei, China
| | - Na Liu
- School of Foreign Languages, Jingchu University of Technology, Jingmen, Hubei, China
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Abbas U, Parveen M, Sahito FS, Hussain N, Munir S. E-learning in medical education: a perspective of pre-clinical medical students from a lower-middle income country. BMC Med Educ 2024; 24:162. [PMID: 38378563 PMCID: PMC10880208 DOI: 10.1186/s12909-024-05158-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Accepted: 02/09/2024] [Indexed: 02/22/2024]
Abstract
BACKGROUND Many of the educational institutions in developed countries have shifted to online learning. While transition from traditional to electronic learning (e-learning) has remained a great challenge in low-middle income countries, where limited resources for teaching and learning are important factors. Medical education involves not only lecturing but also deep understanding through laboratories and patient exposure. The debate about the effectiveness of e-learning in medical education is still in contradiction due to its limitations. This cross-sectional survey was conducted to assess pre-clinical undergraduate medical students' perception of their first online learning in a lower-middle income country. METHODOLOGY The survey was conducted among the students who had participated in online learning during COVID-19 for at least a year. A total of 824 preclinical medical students who completed the survey from public and private medical universities in Sindh, Pakistan were included in the study. We used a validated online-based questionnaire, distributed through E-mail and social media platforms to assess the perception of students regarding their first online learning experience. RESULTS The response rate of the survey was 87.9%. The mean age of students was 20.7 ± 3.8 years. 392/824 (47%) were males and 57% were females. Our study indicated that 613/824 (75%) of students were experiencing online learning for the very first time while 631/824 (77%) were facing technical issues like internet accessibility and lack of IT-related skills. 381/824 (46%) were not satisfied with the institute's readiness for online teaching. However, 79% (654/824) of participants were of the idea that traditional learning is more effective in developing their practical skills as compared to e-learning. Of note, 668/824 (81%) showed overall dissatisfaction with e-learning. CONCLUSION Based on our study findings, we concluded that most students have a negative perception of e-learning. Difficulty in connectivity, electricity issues, less interaction with colleagues and teachers, and issues with the structure of online courses were the most frequently reported problems by the students.
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Affiliation(s)
- Uzair Abbas
- Dow University of Health Sciences, Karachi, Pakistan.
| | | | | | - Niaz Hussain
- Liaquat University of Medical and Health Sciences, Jamshoro, Pakistan
| | - Sundas Munir
- Dow University of Health Sciences, Karachi, Pakistan
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Wang W, Li G, Lei J. The impact of COVID-19 on medical students. GMS J Med Educ 2024; 41:Doc10. [PMID: 38504857 PMCID: PMC10946210 DOI: 10.3205/zma001665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 10/07/2023] [Accepted: 11/29/2023] [Indexed: 03/21/2024]
Abstract
Objective The outbreak of COVID-19 has disrupted social order and placed a heavy burden on the healthcare system. The pandemic also has an unprecedented impact on medical students. Methods We searched PubMed for articles related to COVID-19 and medical students from January 2020 to December 2022. A total of 5358 studies were retrieved and after screening, 176 studies were finally included in this review. Results The impact of COVID-19 on medical students is widespread and profound. First reflected in the transformation of educational models. In the early days, education model quickly shifted from offline to online. In terms of clinical exposure, most students have been suspended from internships, while in some areas with staff shortages they have the opportunity to continue clinical work. Scientific research of medical students is also difficult to carry out due to COVID-19. The epidemic has also seriously damaged students' mental health, and this impact won't simply disappear with the improvement of the epidemic situation. The career intentions of medical students may also become firmer or change due to COVID-19. International medical electives have also been negatively affected by COVID-19 due to travel restriction. Even in the postpandemic era, with the gradual resumption of work, production and school, medical students are still affected in some ways by COVID-19. Conclusion The COVID-19 pandemic has had a profound impact on both the education of medical students and their personal development. Through COVID-19, we should reflect on what models of medical education should be developed in the future. Based on the experiences learned from COVID-19, we believe that a more flexible blended education model may be the most promising.
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Affiliation(s)
- Wenwen Wang
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
| | - Genpeng Li
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
| | - Jianyong Lei
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
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Tajuria G, Dobel-Ober D, Bradley E, Charnley C, Lambley-Burke R, Mallen C, Honeyford K, Kingstone T. Evaluating the impact of the supporting the advancement of research skills (STARS) programme on research knowledge, engagement and capacity-building in a health and social care organisation in England. BMC Med Educ 2024; 24:126. [PMID: 38331811 PMCID: PMC10854097 DOI: 10.1186/s12909-024-05059-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Accepted: 01/15/2024] [Indexed: 02/10/2024]
Abstract
OBJECTIVES To evaluate the impact a novel education programme - to improve research engagement, awareness, understanding and confidence - had on a diverse health and social care workforce. Barriers and facilitators to engagement were explored together with research capacity-building opportunities and ways to embed a research culture. The programme is entitled 'Supporting The Advancement of Research Skills' (STARS programme); the paper reports findings from a health and social care setting in England, UK. METHODS A four-level outcome framework guided the approach to evaluation and was further informed by key principles of research capacity development and relevant theory. Quantitative data were collected from learners before and after engagement; these were analysed descriptively. Semi-structured online interviews were conducted with learners and analysed thematically. A purposive sample was achieved to include a diversity in age, gender, health and social care profession, and level of attendance (regular attendees, moderate attendees and non-attenders). RESULTS The evaluation spanned 18 half-day workshops and 11 seminars delivered by expert educators. 165 (2% of total staff at Midlands Partnership University NHS Foundation Trust (MPFT)) staffs booked one or more education sessions; 128 (77%) including Allied Health Professionals (AHPs), psychologists, nursing and midwifery, and social workers attended one or more session. Key themes of engagement with teaching sessions, relevance and impact of training and promoting a research active environment were identified with relevant sub-themes. Positive impacts of training were described in terms of research confidence, intentions, career planning and application of research skills as a direct result of training. Lack of dedicated time for research engagement, work pressures and time commitments required for the programme were key barriers. Facilitators that facilitated engagement are also described. CONCLUSIONS Findings demonstrate the impact that a free, virtual and high-quality research education programme had at individual and organisational levels. The programme is the product of a successful collaboration between health and social care and academic organisations; this provides a useful framework for others to adapt and adopt. Key barriers to attendance and engagement spoke to system-wide challenges that an education programme could not address in the short-term. Potential solutions are discussed in relation to protecting staff time, achieving management buy-in, recognising research champions, and having a clear communication strategy.
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Affiliation(s)
- Gulshan Tajuria
- Research and Innovation Department, Midlands Partnership University NHS Foundation Trust, St George's Hospital, Block 7, Corporation Street, Stafford, ST16 3AG, UK.
- School of Medicine, Keele University, David Weatherall Building, Newcastle, ST5 5BG, UK.
| | - David Dobel-Ober
- Research and Innovation Department, Midlands Partnership University NHS Foundation Trust, St George's Hospital, Block 7, Corporation Street, Stafford, ST16 3AG, UK
| | - Eleanor Bradley
- College of Health and Science, University of Worcester, Henwick Road, Worcester, Worcestershire, WR2 6AJ, UK
| | - Claire Charnley
- Research and Innovation Department, Midlands Partnership University NHS Foundation Trust, St George's Hospital, Block 7, Corporation Street, Stafford, ST16 3AG, UK
| | - Ruth Lambley-Burke
- Research and Innovation Department, Midlands Partnership University NHS Foundation Trust, St George's Hospital, Block 7, Corporation Street, Stafford, ST16 3AG, UK
| | - Christian Mallen
- Research and Innovation Department, Midlands Partnership University NHS Foundation Trust, St George's Hospital, Block 7, Corporation Street, Stafford, ST16 3AG, UK
- School of Medicine, Keele University, David Weatherall Building, Newcastle, ST5 5BG, UK
| | - Kate Honeyford
- Research and Innovation Department, Midlands Partnership University NHS Foundation Trust, St George's Hospital, Block 7, Corporation Street, Stafford, ST16 3AG, UK
| | - Tom Kingstone
- Research and Innovation Department, Midlands Partnership University NHS Foundation Trust, St George's Hospital, Block 7, Corporation Street, Stafford, ST16 3AG, UK
- School of Medicine, Keele University, David Weatherall Building, Newcastle, ST5 5BG, UK
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Siddiqui AA, Zain Ul Abideen M, Fatima S, Talal Khan M, Gillani SW, Alrefai ZA, Waqar Hussain M, Rathore HA. Students' Perception of Online Versus Face-to-Face Learning: What Do the Healthcare Teachers Have to Know? Cureus 2024; 16:e54217. [PMID: 38500946 PMCID: PMC10948083 DOI: 10.7759/cureus.54217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/14/2024] [Indexed: 03/20/2024] Open
Abstract
During the COVID-19 pandemic, educational institutions confronted the possibility of complete closure and took countermeasures by adapting e-learning platforms. The present cross-sectional study quantified the impact of the pandemic on medical education using a validated and reliable tool. The tool was used to explore the perceptions of 270 healthcare students about e-learning in comparison to traditional learning systems. Inferential statistics were employed using Pearson's chi-squared test. It was found that e-learning was advantageous because of its location flexibility (46.1%) and the ease of access to study materials (46.5%). However, in-person learning was found to lead to an increase in knowledge (44.9%), clinical skills (52.7%), and social competencies (52.7%). The study concluded that while e-learning offers flexibility, traditional face-to-face teaching is deemed more effective for skill development and social interaction. Hence, e-learning should complement rather than replace traditional methods due to limitations in replicating clinical environments.
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Affiliation(s)
| | | | - Saman Fatima
- Medical Education and Simulation, Bakhtawar Amin Medical and Dental College, Multan, PAK
| | | | | | - Zeyad A Alrefai
- Management and Information Systems Development, University of Ha'il, Ha'il, SAU
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Ding Q, Wu Q, Zhou Q. Online learning during the COVID-19 pandemic: the wellbeing of Chinese migrant children-a case study in Shanghai. Front Psychol 2024; 15:1332800. [PMID: 38348266 PMCID: PMC10859750 DOI: 10.3389/fpsyg.2024.1332800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Accepted: 01/15/2024] [Indexed: 02/15/2024] Open
Abstract
Introduction This study uses Bronfenbrenner's bioecological model as its theoretical framework to consider the findings of an investigation of the emotional, social, and physical wellbeing of Chinese migrant children and lessons learned from the COVID-19 pandemic in urban areas. This study expands our perspective by combining the views of students, parents, and teachers to explore the emotional, social and physical wellbeing of migrant children in Shanghai who were participating in online learning during the COVID-19. Methods Observation and semi-structured interviews were carried out to collect data for this case study. Thirty-one migrant children, nine parents, 10 teachers and a school principal from a Shanghai junior high school participated in this research. Qualitative data were analyzed using thematic analysis. Results and Discussion The findings indicated that although video-recorded lessons were high quality, it put pressure on migrant children due to the lessons containing only new material with no reviews and reduced opportunities for them to interact with their own teachers. In addition, the differences in study progress between the migrant children and the local children that showed up during the online learning, and neglect from teachers and policymakers, made the migrant children anxious, angry and confused about their future. Besides, parents install monitors at home to support their children's online learning, but it had the opposite effect and simply provoked increased conflicts between children and their parents. Finally, although the online lessons have affected the optical health of students, the subsequent additional cooking lessons have mitigated the optical health problem and strengthened the connections between home and school. Conclusion The inequalities of education encountered by migrant children during the COVID-19 period have made them realize the disparities they have suffered in Shanghai. The exposure of this problem raises the prospect of a reform of educational policies for migrant children in the future.
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Affiliation(s)
| | - Qiaobing Wu
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
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Shalabi KM, Almurdi MM. Satisfaction and attitudes towards online continuous medical education and its impact on clinical practice among physiotherapists. BMC Med Educ 2024; 24:70. [PMID: 38233905 PMCID: PMC10795308 DOI: 10.1186/s12909-024-05049-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Accepted: 01/09/2024] [Indexed: 01/19/2024]
Abstract
BACKGROUND The traditional face-to-face of medical education is gradually being replaced with online education. However, the rate of adoption of online continuing medical education (OCME) as a learning method among practicing clinical physiotherapists (PTs) is unclear. The objectives of this study were to measure the satisfaction with, attitudes towards, and impact of OCME among practicing clinical PTs in Saudi Arabia (SA) and to examine the factors that affect the findings for satisfaction, attitude, and impact towards OCME. METHODS This cross-sectional survey was conducted between October 2021 and January 2022. PTs employed at various medical facilities and specialties in Saudi Arabia completed an online survey to assess satisfaction with, attitudes towards, and impact of OCME. RESULTS Of the 127 participants, 48 were female (37.8%), 44.1% were aged between 24 and 30 years. Overall, 57.5% of the respondents were satisfied with OCME compared with conventional face-to-face education, and 45.7% agreed and 18.1% strongly agreed that OCME was more flexible. Further, 52.8% of the respondents thought that OCME programs could supplement traditional face-to-face education. The majority of the participants (63.8%) agreed that participating in OCME programs increased their knowledge, and 55.1% and 51.2% agreed that attending these programs improved patient outcomes and increased their confidence in patient management, respectively. However, only 38.6% agreed that participating in OCME programs enhanced their clinical expertise. The mean satisfaction, attitude, and impact scores differed significantly according to age group, marital status, number of years of practice, and specialty (p < 0.0001). Multiple regression analysis showed that older age was independently associated with better satisfaction and more positive attitudes and impact. Further, having a specialization also seemed to improve the impact of OCME. CONCLUSION The PTs were satisfied with and had positive attitudes towards OCME, and also found that it had a positive impact on their clinical practice. Thus, existing OCME programs are a good option for expanding the number of PTs proficient in clinical care.
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Affiliation(s)
- Kholood Matouq Shalabi
- Rehabilitation Sciences Department, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, P.O.Box 84428, Riyadh 11671, Kingdom of Saudi Arabia
| | - Muneera Mohammed Almurdi
- Rehabilitation Health Sciences Department, College of Applied Medical Sciences, King Saud University, Riyadh, Kingdom of Saudi Arabia.
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12
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Goudarzi H, Onozawa M, Takahashi M. Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education. BMC Med Educ 2024; 24:66. [PMID: 38233801 PMCID: PMC10792807 DOI: 10.1186/s12909-023-04967-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 12/12/2023] [Indexed: 01/19/2024]
Abstract
BACKGROUND Major disruptions and changes in education have occurred worldwide as a result of the coronavirus disease (COVID-19) pandemic and the ensuing shift from in-person to online education. However, the effect of such changes on medical education, its magnitude, and the learning domains impacted by such rapid changes have not been adequately addressed, particularly with regard to objective assessment approaches. METHODS Second-year medical students enrolled in our Medical English Course between 2019 and 2021 were recruited from Hokkaido University, Japan (N = 321) to participate in this study. We evaluated the potential impact of teaching styles on the academic performance of students before (2019; face-to-face) and during (2020; online; 2021; in-person and online) the pandemic. We examined the potential effect of three teaching styles--in-person (2019), online (2020), and a combination of these (2021) on the academic performance of medical students using: (i) subjective assessment of self-reported general English skills, including reading, writing, listening, and speaking; and (ii) objective assessment of medical terminology scores, evidence-based medicine (EBM) skills, and final written exam scores. RESULTS In-person education significantly improved listening and speaking skills in 2019 (p < 0.001). This trend was observed for writing skills in an online course in 2020 (p = 0.001). With the combined teaching method, students reported significant improvements in all four English skills. In our objective assessments, medical terminology improved significantly post-test versus pre-test for all three teaching styles, and we found that the online course did not adversely affect the gain in medical terminology knowledge during the course. Additionally, we did not find any significant differences across the three applied teaching styles regarding EBM skill levels. It is noteworthy that the students taking online courses had a significantly higher final exam score (mean ± SD; 82.8 ± 8.2) than in in-person (78.6 ± 8.8) and combined (79.7 ± 12.1) teaching styles. CONCLUSIONS In our study, the online/combined courses showed better academic outcomes compared to the face-to-face course in the preclinical clerkship. Although the current results need to be replicated on a larger scale, online/combined courses can continue and evolve in the post-pandemic education of medical students. Medical schools and institutions should consider incorporating such courses, especially combined courses, into their curricula in the future to improve the effectiveness, accessibility, and flexibility of medical education.
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Affiliation(s)
- Houman Goudarzi
- Center for Medical Education and International Relations, Faculty of Medicine, Graduate School of Medicine, Hokkaido University, Sapporo, Japan
| | - Masahiro Onozawa
- Clinical Training Center, Hokkaido University Hospital, Sapporo, Japan
| | - Makoto Takahashi
- Center for Medical Education and International Relations, Faculty of Medicine, Graduate School of Medicine, Hokkaido University, Sapporo, Japan.
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13
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Senos R. Plastinate Library: A Tool to Support Veterinary Anatomy Learning. Animals (Basel) 2024; 14:223. [PMID: 38254392 PMCID: PMC10812824 DOI: 10.3390/ani14020223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 12/22/2023] [Accepted: 12/26/2023] [Indexed: 01/24/2024] Open
Abstract
The shortage of both time for anatomy courses in the new veterinary medicine curriculum and instructors prepared to teach biomedical sciences has raised a crisis in anatomical education. Often, students spend time out of their classes trying to learn not only concepts but also laboratory-wise content from 2D materials such as books and videos. In addition, since the global COVID-19 pandemic lockdown, studying and habits have been reviewed, with many people adopting an at-home style. The purpose of this study was to evaluate students' acceptance of taking plastinate anatomical specimens to study at home. Thirty-three students were divided into three groups. G1 took home a set of kidneys composed of equine, bovine, and swine materials; G2 took home a pig kidney; and G3 (control) did not take any plastinate specimen home. Acceptance was assessed using an anonymous survey and interview. The method had high acceptance by the students, who believed that having the plastinate library was advantageous from different perspectives, including aiding with learning the differences between kidneys from different species, time flexibility, no commute to study after hours of laboratory classes, and time redistribution to prioritize the laboratory topics. The plastinate library has the potential to be a supportive tool for anatomy students in the contemporaneous veterinary curriculum paradigm, considering that the G1 and G2 groups used the plastinate specimens at home to complement the time they spent in the laboratory.
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Affiliation(s)
- Rafael Senos
- Department of Biomedical Sciences, College of Veterinary Medicine, Cornell University, 240 Farrier Road, Ithaca, NY 14853, USA;
- Department of Comparative Pathobiology, Cummings School of Veterinary Medicine, Tufts University, 200 Westboro Road, North Grafton, MA 01536, USA
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14
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Liang JZ, Ng DKW, Raveendran V, Teo MYK, Quah ELY, Chua KZY, Lua JK, Owyong JLJ, Vijayan AV, Abdul Hamid NAB, Yeoh TT, Ong EK, Phua GLG, Mason S, Fong W, Lim C, Woong N, Ong SYK, Krishna LKR. The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review. PLoS One 2024; 19:e0296367. [PMID: 38181035 PMCID: PMC10769105 DOI: 10.1371/journal.pone.0296367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 12/09/2023] [Indexed: 01/07/2024] Open
Abstract
Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.
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Affiliation(s)
- Jonathan Zhen Liang
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Donovan Kai Wei Ng
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Vijayprasanth Raveendran
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Mac Yu Kai Teo
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Elaine Li Ying Quah
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Keith Zi Yuan Chua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Jun Kiat Lua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | | | - Andrew Vimal Vijayan
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | | | - Ting Ting Yeoh
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Department of Pharmacy, National Cancer Centre Singapore, Singapore, Singapore
| | - Eng Koon Ong
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Assisi Hospice, Singapore, Singapore
| | - Gillian Li Gek Phua
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Lien Centre for Palliative Care, Duke-NUS Medical School, Singapore, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
| | - Warren Fong
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
| | - Crystal Lim
- Medical Social Services, Singapore General Hospital, Singapore, Singapore
| | - Natalie Woong
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Simon Yew Kuang Ong
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Division of Medical Oncology, National Cancer Centre Singapore, Singapore, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
- PalC, The Palliative Care Centre for Excellence in Research and Education, Singapore, Singapore
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15
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Gately ME, Trudeau SA. An Online Learning Experience Simulating Video Telehealth with Older Adults: Student Perceptions. J Technol Behav Sci 2023; 9:154-163. [PMID: 38586236 PMCID: PMC10996448 DOI: 10.1007/s41347-023-00363-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2023] [Revised: 10/30/2023] [Accepted: 11/02/2023] [Indexed: 04/09/2024]
Abstract
Older adults are an underserved population with a broad-spectrum of care needs due to multi-morbidity, including increasing rates of mental health conditions. Though a prime target for tele-behavioral health due to access barriers, older adults face a persistent digital divide that necessitates clinician training and education to ensure interprofessional tele-behavioral health is tailored to their needs. This paper presents findings from a simulation learning program designed to teach students about the role of video telehealth with populations with diverse needs. Occupational therapy (OT) students enrolled in a Master's program between 2017 and 2018 conducted a simulated video telehealth session geared for an older adult. Sessions were recorded and annotated by students, who then provided feedback on their experience of the simulation via reflective essays (N = 27). Essays were analyzed using conventional content analysis with themes revealing the benefits of simulation in providing students with an opportunity to experience the often unpredictable nature of video telehealth. Themes also revealed perceived limitations of video and the negative impact of age-related conditions and age itself on older adults' ability to engage in video, reflecting ageist stereotyping and bias as potential barriers to novice practitioners' integration of video telehealth with older adults. Simulation provides students an opportunity to engage in active learning and problem-solving in the moment, fostering students' development of clinical reasoning while promoting reflective practice. Findings reveal the importance of supporting students' recognition of biased attitudes to ensure equitable application of tele-behavioral health care, especially to populations with complex needs.
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Affiliation(s)
- Megan E. Gately
- Geriatric Research Education and Clinical Center, VA; Bedford Health Care System, Bedford, MA, USA
- Department of Occupational Therapy, Tufts University, Medford, MA, USA
| | - Scott A. Trudeau
- Geriatric Research Education and Clinical Center, VA; Bedford Health Care System, Bedford, MA, USA
- Department of Occupational Therapy, Tufts University, Medford, MA, USA
- American Occupational Therapy Association, Bethesda, MD, USA
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16
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Shaheen MY, Basudan AM, Almubarak AM, Alzawawi AS, Al-Ahmari FM, Aldulaijan HA, Almoharib H, Ashri NY. Dental Students' Perceptions Towards E-learning in Comparison With Traditional Classroom Learning. Cureus 2023; 15:e51129. [PMID: 38274909 PMCID: PMC10810565 DOI: 10.7759/cureus.51129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/18/2023] [Indexed: 01/27/2024] Open
Abstract
INTRODUCTION Electronic learning (e-learning) has evolved into a popular educational approach since the coronavirus disease 2019 (COVID-19) pandemic. While this represents an additional model for teaching, traditional classroom learning fosters the development of interpersonal skills and enables students to share and discuss specific topics. However, existing research on the comparison of both these modes of learning in the field of dental education is inadequate. This study aimed to evaluate the perceptions of dental students towards both electronic and classroom learning. METHODS A cross-sectional questionnaire-based survey was conducted between November 2022 and January 2023 among dental students in Saudi Arabia. Students were questioned on their comparative perceptions of e-learning and classroom learning before, during, and after the COVID-19 pandemic. Questionnaire responses, including demographic data, were collected and tabulated, using electronic data management software. The tabulated data were analyzed to provide descriptive statistics and compare electronic and classroom learning with demographic variables and previous experience with e-learning. RESULTS Most respondents reported possessing average information technology (IT) skills and prior experience with e-learning. Blackboard Learning Management System (LMS) (Reston, VA: Blackboard Inc.), Zoom (San Jose, CA: Zoom Video Communications Inc.), and Microsoft Teams (Redmond, WA: Microsoft Corporation) were the most commonly used and advantageous e-learning platforms. While the majority of participants found both methods acceptable for problem-based learning sessions and theoretical lectures, they reported e-learning to be less effective than classroom learning for clinical and practical sessions. Regarding e-learning as a preferred method over classroom learning, most responses were "neutral" or "uncertain." Comparing the mean ranks of the ordinal responses for the different teaching methodologies and the nominal responses for e-learning as the preferred method, no statistically significant interactions were observed for demographic characteristics, IT-skill levels, or prior experience with e-learning. CONCLUSION Although enhanced performance and learning capacity are enabled through e-learning, the advantages of personal interactions and the feasibility of practical and clinical dental sessions are achieved only through classroom learning.
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Affiliation(s)
- Marwa Y Shaheen
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Amani M Basudan
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Abdulrahman M Almubarak
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Abeer S Alzawawi
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Fatemah M Al-Ahmari
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Hajer A Aldulaijan
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Hani Almoharib
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
| | - Nahed Y Ashri
- Department of Periodontics and Community Dentistry, College of Dentistry, King Saud University, Riyadh, SAU
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17
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Petek D, Zakarija-Grković I, Stepanović A, Tomičić M, Adžić ZO, Cerovečki V, Švab I, Homar V. Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19. Eur J Gen Pract 2023; 29:2283834. [PMID: 38010726 PMCID: PMC10990258 DOI: 10.1080/13814788.2023.2283834] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2023] [Accepted: 11/07/2023] [Indexed: 11/29/2023] Open
Abstract
BACKGROUND Similar to other countries, Departments of Family Medicine in the former Yugoslavia had to transition from face-to-face to distance education during COVID-19. OBJECTIVES To elucidate obstacles and facilitators of the transition from face-to-face to distance education. METHODS A cross-sectional, multicentre, qualitative study design was used to analyse nine open-ended questions from an online survey using inductive thematic analysis. The questionnaire was distributed to 21 medical schools, inviting them to involve at least two teachers/students/trainees. Data were collected between December 2021 and March 2022. RESULTS In 17 medical schools, 23 students, 54 trainees and 40 teachers participated. The following themes were identified: facilitators and barriers of transition, innovations for enhancing distance education, convenience of distance education, classical teaching for better communication, the future of distance education, reaching learning outcomes and experience of online assessment. Innovations referred mainly to new online technologies for interactive education and communication. Distance education allowed for greater flexibility in scheduling and self-directed learning; however, participants felt that classical education allowed better communication and practical learning. Teachers believed knowledge-related learning outcomes could be achieved through distance education but not teaching clinical skills. Participants anticipated a future where a combination of teaching methods is used. CONCLUSION The transition to distance education was made possible thanks to its flexible scheduling, innovative tools and possibility of self-directed learning. However, face-to-face education was considered preferable for fostering interpersonal relations and teaching clinical skills. Educators should strive to strike a balance between innovative approaches and the preservation of personal experiences.
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Affiliation(s)
- Davorina Petek
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
| | - Irena Zakarija-Grković
- Department of Clinical Skills, School of Medicine, University of Split, Split, Croatia
- Department of Family Medicine, School of Medicine, University of Split, Split, Croatia
| | - Aleksandar Stepanović
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
| | - Marion Tomičić
- Department of Family Medicine, School of Medicine, University of Split, Split, Croatia
| | - Zlata Ožvačić Adžić
- Department of Family Medicine, School of Medicine, University of Zagreb, Zagreb, Croatia
| | - Venija Cerovečki
- Department of Family Medicine, School of Medicine, University of Zagreb, Zagreb, Croatia
| | - Igor Švab
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
| | - Vesna Homar
- Department of Family Medicine, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia
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Yasin YM, Alomari A, ten Ham-Baloyi W, Mofrad SA, Moxham LJ, Halcomb EJ, Fernandez R. Unveiling final-year students and new graduates' concerns, preparedness, and learning experiences during the pandemic in Qatar: A cross-sectional survey. Heliyon 2023; 9:e22337. [PMID: 38107276 PMCID: PMC10724530 DOI: 10.1016/j.heliyon.2023.e22337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 11/08/2023] [Accepted: 11/09/2023] [Indexed: 12/19/2023] Open
Abstract
Background The emergence of COVID-19 interrupted education worldwide and educational institutions were forced to switch to an online learning (E-learning) environment. Objectives To explore the perceived educational experiences, worries, and preparedness to enter clinical practice among final-year nursing students and new graduate nurses after studying during the COVID-19 pandemic. Design A cross-sectional survey design. Setting and participants: An online survey of final-year undergraduate bachelor of nursing students at a single university in Qatar and new graduates across 14 health facilities in Qatar was undertaken between May 2022 and July 2022. Methods Participant demographics, experiences of E-learning and perceptions of readiness for practice were collected using validated instruments and open-ended questions. Descriptive statistics and thematic exploration were used to analyze the data. Results Fifty-nine final-year students and 23 new graduates with an average age of 23.95 years (SD = 3.89) responded to the survey. Face-to-face clinical placement learning was preferred by 50 % of students and 66.1 % of graduates. During COVID-19, the majority of the participants indicated that strategies like practice kits and online simulations were implemented. While 61 % of new graduates felt well-prepared in their nursing skills, and 87 % felt confident, less than half of the students still in their final year of education felt prepared or confident. Increased stress and a perceived impact on education quality were reported due to changes in learning modalities. Despite these challenges, 81.1 % of students and 95.7 % of graduates felt they had developed sufficient professional values, with most looking forward to becoming registered nurses. The qualitative themes that emerged related to 1) adjusting to online learning, 2) experiencing restrictions in clinical learning skills, 3) feeling less confident and 4) experiencing increased stress. Conclusions Despite experiencing emotional and educational challenges, the participants in this study felt that their education prepared them for clinical practice. Innovative strategies and unique educational experiences used by educators enhanced participants' clinical skills and readiness for practice.
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Affiliation(s)
- Yasin M. Yasin
- University of Doha for Science and Technology, P. O. Box 24449, Doha, Qatar
| | - Albara Alomari
- University of Doha for Science and Technology, P. O. Box 24449, Doha, Qatar
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19
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Meng Y, Sun M, Guo J, Jiao J, Dang N. Challenges of fully online learning for dermatology education: a retrospective study. Front Med (Lausanne) 2023; 10:1242772. [PMID: 38105898 PMCID: PMC10723899 DOI: 10.3389/fmed.2023.1242772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 11/09/2023] [Indexed: 12/19/2023] Open
Abstract
Background Blended learning has proven to be an effective teaching strategy. During the COVID-19 pandemic in 2019, educational institutions worldwide switched to online learning. However, there is limited research on the effectiveness of blended learning and fully online learning. This study aims to evaluate and compare whether pure online learning is as effective as traditional blended learning by taking the example of dermatology education. Methods The researchers compared traditional blended learning and fully online learning by evaluating the achievement scores of undergraduate students in a dermatology course in the academic years 2019 and 2020, respectively, at the Shandong First Medical University, China. In 2019, students undertook small private online courses (SPOCs) combined with face-to-face teacher-led learning. In 2020, live teacher-led learning replaced face-to-face teacher-led learning. The researchers also conducted a questionnaire survey in 2020. Results The scores of students in 2019 were significantly higher than in 2020 (p = 0.002). There was no significant difference in the distribution of achievement variance in the scores between the two academic years. In the questionnaire survey, the majority of the students rated highly the fully online education mode and responded that pure online learning enhanced their self-study ability. Conclusion The present study shows that fully online learning currently does not perform as well as traditional blended learning in terms of examination scores due to some limitations. However, pure online education has several advantages over traditional blended education. Online courses should be improved to ignite students' interest and increase their learning efficiency.
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Affiliation(s)
- Yunfang Meng
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Mingxia Sun
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Jing Guo
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Jing Jiao
- Department of Dermatology, Central Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Ningning Dang
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
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Sutoi D, Bazavan CO, Sutoi M, Petrica A, Marza AM, Trebuian CI, Librimir C, Neagoe OC, Ionica M, Buleu FN, Mederle OA. The Learning Experience of Romanian Medical Students During the Online Teaching Imposed by the COVID-19 Pandemic. Adv Med Educ Pract 2023; 14:1077-1086. [PMID: 37810957 PMCID: PMC10559788 DOI: 10.2147/amep.s418563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/18/2023] [Accepted: 09/14/2023] [Indexed: 10/10/2023]
Abstract
Introduction The COVID-19 pandemic has disrupted many aspects of society, including medical education. In response to the pandemic, Romanian medical schools and universities have turned to online learning as a means of continuing instruction while maintaining social distancing protocols. While online learning in medical education was utilized prior to the pandemic, its widespread adoption has brought both challenges and opportunities to the field. The purpose of this study was to assess medical students' perception towards implementing E-learning during COVID 19 pandemic. Material and Methods This cross-sectional multicentric study comprised 611 medical students from several medical university centers from Romania. A self-developed questionnaire was online applied between January and March 2021 and used for the evaluation and analysis of perceived changes in teaching before and during the COVID-19 pandemic. Results Most students (n = 71.5%) considered that the pandemic had an overall negative impact on their professional development. A significant negative correlation (p < 0.01, for all), was observed between during COVID-19 pandemic and the level of medical training, motivation to learn, and level of self-confidence. Conclusion The shift to online learning during the pandemic decreased the psychological and professional development of medical students, resulting in a low perception of self-confidence, motivation, and practical involvement. However, there are many benefits brought by the use of electronic technologies for medical education both in Romania and in the world. These benefits should be systematically evaluated, and effective strategies should be developed to permanently improve the e-learning methods of these students.
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Affiliation(s)
- Dumitru Sutoi
- Department of Surgery, Emergency Discipline, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania
- Clinic of Anaesthesia and Intensive Care, “Pius Brinzeu” Emergency Clinical County Hospital, Timisoara, 300736, Romania
| | - Catalina Oana Bazavan
- Department of Surgery, Emergency Discipline, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania
| | - Maria Sutoi
- Department of Surgery, Emergency Discipline, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania
- Clinic of Anaesthesia and Intensive Care, “Pius Brinzeu” Emergency Clinical County Hospital, Timisoara, 300736, Romania
| | - Alina Petrica
- Department of Surgery, Emergency Discipline, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania
- Emergency Department, “Pius Brinzeu” Emergency Clinical County Hospital, Timisoara, 300736, Romania
| | - Adina Maria Marza
- Department of Surgery, Emergency Discipline, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania
- Emergency Department, Emergency Clinical Municipal Hospital, Timisoara, 300079, Romania
- First Department of Surgery, “Victor Babeș” University of Medicine and Pharmacy, Timișoara, Romania
| | - Cosmin Iosif Trebuian
- Department of Surgery, Emergency Discipline, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania
- Emergency Department, Emergency County Hospital, Reșița, Romania
| | - Cosmin Librimir
- Department of Surgery, Emergency Discipline, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania
- Emergency Department, Emergency County Hospital, Reșița, Romania
| | - Octavian Constantin Neagoe
- First Department of Surgery, “Victor Babeș” University of Medicine and Pharmacy, Timișoara, Romania
- Second Clinic of General Surgery and Surgical Oncology, Emergency Clinical Municipal Hospital, Timișoara, Romania
- First Department of Surgery, Breast Surgery Research Center, “Victor Babeș” University of Medicine and Pharmacy, Timișoara, Romania
| | - Mihaela Ionica
- First Department of Surgery, “Victor Babeș” University of Medicine and Pharmacy, Timișoara, Romania
- Second Clinic of General Surgery and Surgical Oncology, Emergency Clinical Municipal Hospital, Timișoara, Romania
- First Department of Surgery, Breast Surgery Research Center, “Victor Babeș” University of Medicine and Pharmacy, Timișoara, Romania
| | - Florina Nicoleta Buleu
- Department of Cardiology, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania
| | - Ovidiu Alexandru Mederle
- Department of Surgery, Emergency Discipline, “Victor Babes” University of Medicine and Pharmacy, Timisoara, 300041, Romania
- Emergency Department, Emergency Clinical Municipal Hospital, Timisoara, 300079, Romania
- Department of Surgery, Multidisciplinary Center for Research, Evaluation, Diagnosis and Therapies in Oral Medicine, “Victor Babes” University of Medicine and Pharmacy Timisoara, Eftimie Murgu Square 2, Timisoara, 300041, Romania
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Bhutada T, Dubey S, Paul P, Gorripati J. Evaluation and Perception of the Immediate Impact of COVID-19 on Dental Education: An Observational Study. Cureus 2023; 15:e46979. [PMID: 38021808 PMCID: PMC10640906 DOI: 10.7759/cureus.46979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2023] [Accepted: 10/13/2023] [Indexed: 12/01/2023] Open
Abstract
Background The primary aim of the study is to assess how the COVID-19 pandemic has affected dental education for students and teachers, particularly concerning the efficiency of online teaching strategies for both clinical and academic outcomes. Additionally, it also emphasizes psychological behavior like stress and anxiety in the post-pandemic era due to academic pressure. Materials and methods The study included 300 undergraduate dental students from various years of studying and 31 teachers actively teaching in dental college from all nine departments. The questionnaire was created in Google Forms for both students and teachers. The questionnaire contained various aspects of an education system that was adopted post-pandemic. The questions were given to evaluate the opinions of students as well as teachers to understand which method of teaching is preferable for them. Whether it's an online method of teaching or the offline mode, out of which the majority of respondents preferred the offline method of teaching. Result Most of the respondents agreed that the pandemic had affected their academic as well as clinical performance. Online mode of learning was not as effective as face-to-face learning. It did not affect the students clinically but mentally, which made them more anxious and stressed out during their studies and preparation for exams. Teachers too had to face a lot of problems from technical aspects while teaching online which led to mental stress and anxiety. This study re-emphasizes the negative impact of COVID-19 on dental education. It also further highlights the more fundamental changes and improvements that are desperately needed in the education system to adapt and overcome the current pandemic situation and future such events. Conclusion The COVID-19 pandemic has significantly impacted educational institutions, curricula, and clinical practice. Dental students are particularly vulnerable, and online education platforms in India face challenges in regulation. The quality of materials, technical assistance, and expertise in online classes significantly impact teaching and learning experiences. The pandemic has led to concerns about students and staff contracting the disease, creating a skill gap in dental graduates, and loss of clinical exposure, causing more anxiety. To address these concerns, regular, open, and compassionate communication with students is essential. Educational institutions must undergo a transformation to adapt to the pandemic and potential future disasters.
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Affiliation(s)
- Tirth Bhutada
- Public Health Dentistry, Sharad Pawar Dental College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Surekha Dubey
- Prosthodontics, Sharad Pawar Dental College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Priyanka Paul
- Public Health Dentistry, Sharad Pawar Dental College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Jahnavi Gorripati
- Prosthodontics, Sharad Pawar Dental College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
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Mohammed MM, Rashid AA, Abbas AN. Perception and preference of pharmacy students toward e-learning during the COVID-19 pandemic. J Adv Pharm Technol Res 2023; 14:351-355. [PMID: 38107451 PMCID: PMC10723166 DOI: 10.4103/japtr.japtr_101_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2023] [Revised: 05/01/2023] [Accepted: 07/03/2023] [Indexed: 12/19/2023] Open
Abstract
This study is designed to evaluate students' knowledge and perceptions about the online learning of pharmacy curricula in Iraq during the COVID-19 quarantine. A descriptive, cross-sectional study involving 278 pharmacy students was done between October 2020 and June 2021. About 42.44% preferred face-face lecturers over other modes of delivery for lectures in the pharmacy curriculum. Most participants preferred both active learning and face-face lectures. The results show that 72.66% of responders chose to stay at home as one of the privileges of e-learning. However, the main barriers that associated with e-learning were lack of patient involvement and some technical issues regarding IT equipment, (74.82%) and (62.23%), respectively. E-learning is seen as a lack of social presence, less social contact, and synchronization of connections. However, e-learning undoubtedly benefits students in several ways. Online learning is an essential podium for students to achieve their studies in periods of crisis.
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Martinez-Garcia A, Horrach-Rosselló P, Mulet-Forteza C. Evolution and current state of research into E-learning. Heliyon 2023; 9:e21016. [PMID: 37867823 PMCID: PMC10587540 DOI: 10.1016/j.heliyon.2023.e21016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2023] [Revised: 09/26/2023] [Accepted: 10/12/2023] [Indexed: 10/24/2023] Open
Abstract
This article aims to undertake a bibliometric review along with a conceptual and intellectual analysis of research on distance learning and e-learning. The purpose of this study is to focus on several academic fields and offer a comprehensive approach on how research on distance learning and e-learning has been approached since 1970. This work applies several bibliometric techniques to assess the research evolution of topics addressed, the most productive authors and the most influential journals. The findings revealed an exponential increase of publications over the last 20 years, highlighting the evolution of topics. The research themes include four main groups: the first relates to pedagogical processes in terms of effectiveness, outcomes, learning strategies, interaction, and self-regulation; the second group includes aspects associated with ICT applied in distance education; the third group focuses on the perceived value, usefulness, acceptance, and satisfaction of e-learning; and the last group portrays the forced application of distance learning strategies to deal with the consequences of the pandemic. This work contributes to expanding the existing literature devoted to study the structure of research on e-learning. It analyses the most representative authors, institutions, and documents, and gathers the growing literature on e-learning, from distance learning in the seventies until the implementation of online learning in the COVID-19 era.
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Affiliation(s)
- Aitor Martinez-Garcia
- Department of Business Economics, University of the Balearic Islands, C/ de Valldemossa Km 7.5, Campus UIB, 07122, Palma de Mallorca, Spain
| | - Patricia Horrach-Rosselló
- Department of Business Economics, University of the Balearic Islands, C/ de Valldemossa Km 7.5, Campus UIB, 07122, Palma de Mallorca, Spain
| | - Carles Mulet-Forteza
- Department of Business Economics, University of the Balearic Islands, C/ de Valldemossa Km 7.5, Campus UIB, 07122, Palma de Mallorca, Spain
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Eslamian G, Khoshnoodifar M, Malek S. Students' perception of e-learning during the Covid-19 pandemic: a survey study of Iranian nutrition science students. BMC Med Educ 2023; 23:598. [PMID: 37608284 PMCID: PMC10464311 DOI: 10.1186/s12909-023-04585-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Accepted: 08/11/2023] [Indexed: 08/24/2023]
Abstract
BACKGROUND COVID-19 pandemic caused university closures, which created learning challenges for students worldwide. Switching to online educational systems had significant impact on students' performances. The current study aims to investigate the perception of university students from the Nutrition Science department regarding e-learning in Iran. METHODS The design of the study is cross-sectional. Data were collected through online surveys from Iranian students from the Nutrition Sciences Department. Stratified random sampling was used to randomly select 955 participants. A self-administered validated questionnaire was used for data collection. Descriptive statistics, Analysis of Variance (ANOVA) and Chi-Square tests were used for analysis of the data. RESULTS Results revealed that 67.2% of students didn't have any former experience of e-learning. About 38.3% had moderate levels of Information Technology (IT) skills. Our results revealed that based on students' responses, being able to stay at home was one of the most common benefits of e-learning (39.1%). However, the most common challenge that students faced was related to technical problems (39.6%). When compared to e-learning, most students preferred face-to face type of learning. Students believed that this method no only increased their knowledge but also their skills and social competence as compared to e-learning. Only 28% of students rated e-learning as enjoyable. Furthermore, acceptance of online based education was statistically associated with students' degree level. CONCLUSION In conclusion, students reported both advantages and disadvantages of e-learning but still reported that face-to-face learning is considered the most effective form of learning.
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Affiliation(s)
- Ghazaleh Eslamian
- Department of Cellular and Molecular Nutrition, Faculty of Nutrition and Food Technology, National Nutrition and Food Technology Research Institute, Shahid Beheshti University of Medical Sciences, Tehran, Iran
- Department of e-learning, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, NO. 2823, Valiasr St, P.O.Box: 1966645641, Tehran, Iran
| | - Mehrnoosh Khoshnoodifar
- Department of e-learning, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, NO. 2823, Valiasr St, P.O.Box: 1966645641, Tehran, Iran.
| | - Shirin Malek
- Department of Nutrition and Food Science, California State University, Chico, CA, USA
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Corcorran MA, Scott JD, Naveira M, Easterbrook P. Training the healthcare workforce to support task-shifting and viral hepatitis elimination: a global review of English language online trainings and in-person workshops for management of hepatitis B and C infection. BMC Health Serv Res 2023; 23:849. [PMID: 37568106 PMCID: PMC10422775 DOI: 10.1186/s12913-023-09777-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 07/03/2023] [Indexed: 08/13/2023] Open
Abstract
BACKGROUND Achieving World Health Organization (WHO) targets for viral hepatitis elimination will require simplification and decentralisation of care, supported through task-shifting and training of non-specialist frontline healthcare workers. To inform development of national health worker trainings in viral hepatitis, we review and summarise available online and workshop trainings for management of hepatitis B virus (HBV) and hepatitis C virus (HCV). METHODS We performed a systematic search of PubMed, Embase, Web of Science, conference abstracts, and grey literature using Google to identify online and in-person workshop trainings for health workers focused on HBV and/or HCV. Additional trainings were identified through a WHO regional network. We included online trainings written in English and in-person workshops developed for low-and-middle-income countries (LMICs). Available curricula are summarised together with key operational features (e.g. training length, year developed/updated, developing institution) and programmatic features (e.g. content, mechanism for self-assessment, use of clinical case studies). RESULTS A total of 30 trainings met our inclusion criteria (10 online trainings; 20 in-person workshops). 50% covered both HBV and HCV, 13% HBV alone and 37% HCV alone. Among online trainings, only 2 (20%) were specifically developed or adapted for LMICs; 70% covered all aspects of hepatitis care, including prevention, assessment, and treatment; 9 (90%) included guidance on when to refer to specialists, and 6 (60%) included modules on management in specific populations (e.g., people who inject drugs [PWID], prisoners, and children). Online trainings used different formats including text-based modules, narrated slide-sets, and interactive web-based modules. Most workshops (95%) were targeted towards non-specialty providers, and 50% were an integral part of a national strategy for viral hepatitis elimination. Workshop length ranged from several hours to multiple sessions over the course of months, and many were part of a blended educational model, which included other opportunities for ongoing learning (e.g., telementorship). CONCLUSION This compendium of online and in-person workshop trainings for HBV and HCV is a useful resource for national hepatitis programmes developing training curricula for non-specialists. Additional online training curricula are needed for use in LMICs, and additional materials are needed to address management challenges in key populations, such as PWID.
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Affiliation(s)
- Maria A Corcorran
- Division of Allergy and Infectious Diseases, Department of Medicine, University of Washington School of Medicine, 325 9Th Ave, Box 359782, Seattle, WA, 98104, USA.
| | - John D Scott
- Division of Allergy and Infectious Diseases, Department of Medicine, University of Washington School of Medicine, 325 9Th Ave, Box 359782, Seattle, WA, 98104, USA
| | - Marcelo Naveira
- World Health Organization Regional Office for Europe, Copenhagen, Denmark
| | - Philippa Easterbrook
- Department of Global HIV, Hepatitis and STI Programmes, World Health Organization, Geneva, Switzerland
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Xu Y, Wang L, Li P, Xu H, Liu Z, Ji M, Luo Z. Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study. BMC Med Educ 2023; 23:557. [PMID: 37553632 PMCID: PMC10410817 DOI: 10.1186/s12909-023-04549-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Accepted: 07/28/2023] [Indexed: 08/10/2023]
Abstract
BACKGROUND Online education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students. METHODS Survey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam, score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman's rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students' NQROC learning engagement. RESULTS The study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiple-choice questions (MCQs) score was higher in the online teaching model (Z=-4.249, P < 0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving students had higher total scores (Z=-3.223, P = 0.001) and scores in both MCQs (Z=-6.263, P < 0.001) and CSQs (Z=-6.877, P < 0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores (Z=-3.001, P = 0.003) and MCQs scores (Z=-5.706, P < 0.001) but lower scores in CSQs (Z=-2.775, P = 0.006). Furthermore, students' NQROC learning engagement was greater in the online teaching model. CONCLUSIONS The results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students' lower-order cognitive skills.
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Affiliation(s)
- Yangting Xu
- Xiangya School of Medicine, Central South University, Changsha, China
- Shanghai Key Laboratory of Psychotic Disorders, Brain Health Institute, Shanghai Mental Health Center, National Center for Mental Disorders, Shanghai Jiaotong University School of Medicine, Shanghai, China
| | - Lu Wang
- Xiangya School of Pharmacy, Central South University, Changsha, China
| | - Peidi Li
- Xiangya School of Medicine, Central South University, Changsha, China
| | - Hong Xu
- Xiangya School of Medicine, Central South University, Changsha, China
| | - Ziqi Liu
- Xiangya School of Medicine, Central South University, Changsha, China
| | - Ming Ji
- Department of Physiology, School of Basic Medicine, Central South University, Changsha, China.
| | - Ziqiang Luo
- Department of Physiology, School of Basic Medicine, Central South University, Changsha, China.
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Sergi MR, Picconi L, Saggino A, Fermani A, Bongelli R, Tommasi M. Psychometric properties of a new instrument for the measurement of the perceived quality of distance learning during the coronavirus disease 2019 (COVID-19) pandemic. Front Psychol 2023; 14:1169957. [PMID: 37609499 PMCID: PMC10440705 DOI: 10.3389/fpsyg.2023.1169957] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Accepted: 07/18/2023] [Indexed: 08/24/2023] Open
Abstract
Introduction The lockdown restrictions due to the COVID-19 pandemic forced many students to use distance learning. Few studies have examined the psychological effects of distance learning during the pandemic on university or on non-university students using a specific psychometric tool. The principal aim of this study was the construction and validation of a new psychometric tool, the Perceived Quality of Distance Learning (PQDL), to measure students' appreciation and reaction to distance learning. The connection between anxiety, depression, perceived self-efficacy, and students' perception of distance learning was analyzed to assess the nomological validity of the new scale. Method The sample consists of 429 students who attended university or training courses. The factor structure of the new instrument was analyzed through Exploratory and Confirmatory Factor Analyses and its nomological validity was analyzed through regression analysis. Conclusion The results showed that PQDL consists of two subscales: Distance Learning Organization and Cognitive-Emotive Reaction to Distance Learning. Higher student's ability to organize and plan distance learning and higher student's positive cognitive-emotive reaction to distance learning, higher student's perceived quality of distance learning. Anxiety and depression scores were negatively correlated with students' perceived quality of distance learning. Furthermore, students' perceived emotional self-efficacy of negative emotions and perceived scholastic self-efficacy were positively correlated with students' perceived quality of distance learning. These data indicate that PQDL is a reliable questionnaire to assess student's perceived quality of distance learning.
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Affiliation(s)
- Maria Rita Sergi
- Department of Medicine and Aging Sciences, University of Chieti-Pescara, Chieti, Italy
| | - Laura Picconi
- Department of Medicine and Aging Sciences, University of Chieti-Pescara, Chieti, Italy
| | - Aristide Saggino
- Department of Medicine and Aging Sciences, University of Chieti-Pescara, Chieti, Italy
| | - Alessandra Fermani
- Department of Education, Cultural Heritage and Tourism, University of Macerata, Macerata, Italy
| | - Ramona Bongelli
- Department of Political Science, Communication and International Relations, University of Macerata, Macerata, Italy
| | - Marco Tommasi
- Department of Medicine and Aging Sciences, University of Chieti-Pescara, Chieti, Italy
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Lee C, Choi Y, Kim K, Lim Y, Im H, Hong SJ. Health-promoting behavior among undergraduate students in the COVID-19 era: Its association with problematic use of social media, social isolation, and online health information-seeking behavior. Arch Psychiatr Nurs 2023; 45:1-6. [PMID: 37544683 PMCID: PMC10162475 DOI: 10.1016/j.apnu.2023.04.022] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 04/11/2023] [Accepted: 04/30/2023] [Indexed: 08/08/2023]
Abstract
OBJECTIVE To examine the association between problematic use of social media, online health information-seeking, social isolation, and health-promoting behaviors among Korean undergraduate students. METHODS In total, 178 undergraduate students participated in this study. A multiple linear regression analysis was performed. RESULTS Predictors of health-promoting behaviors included overall time spent on social media, problematic social media use, social isolation, and online information-seeking, explaining 33.5 % of the variance in health-promoting behaviors. CONCLUSION Prolonged social media use and social isolation negatively affected undergraduate students' health-promoting behaviors, while online information-seeking positively affected them. Nurses should assist young adults in improving health-promoting behaviors by preventing problematic social media uses, reducing social isolation, and strengthening their online health information-seeking ability.
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Affiliation(s)
- Chaeyoung Lee
- College of Nursing, Korea University, Seoul, South Korea
| | - Yujeong Choi
- College of Nursing, Korea University, Seoul, South Korea
| | - Kyounghae Kim
- College of Nursing, Korea University, Seoul, South Korea; Institute of Nursing Research, Korea University, Seoul, South Korea; Transdisciplinary Major in Learning Health Systems, Department of Healthcare Sciences, Graduate School, Korea University, Seoul, South Korea
| | - Yein Lim
- College of Nursing, Korea University, Seoul, South Korea
| | - Haeun Im
- College of Nursing, Korea University, Seoul, South Korea
| | - Se Jin Hong
- College of Nursing, Gachon University, Incheon, South Korea.
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Elnour AA, Abou Hajal A, Goaddar R, Elsharkawy N, Mousa S, Dabbagh N, Mohamad Al Qahtani M, Al Balooshi S, Othman Al Damook N, Sadeq A. Exploring the pharmacy students' perspectives on off-campus online learning experiences amid COVID-19 crises: A cross-sectional survey. Saudi Pharm J 2023; 31:1339-1350. [PMID: 37287508 PMCID: PMC10232921 DOI: 10.1016/j.jsps.2023.05.024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Accepted: 05/25/2023] [Indexed: 06/09/2023] Open
Abstract
Background The pandemic of COVID-19 has placed many challenges for pharmacy students' learning experiences via the online e- system. There is paucity of studies that addresses this in colleges of pharmacies in United Arab Emirates (UAE). Objective We have explored the preparedness, attitudes, experiences, and barriers/facilitators, and delineated factors that may affect the pharmacy students' e-learning process amid the COVID-19 crises. Methods The current study was cross-sectional, and survey-based (anonymously self-administered) that utilized theoretical domains framework. The survey (multiple statements) was comprised of four domains (based on theoretical domain framework) that has elaborated on the preparedness, attitudes, experiences and barriers for the pharmacy students' e-learning (all years and interns). The validated (Cronbach Alfa 0.821) and piloted survey posted to the Google form and a link distributed to the pharmacy students. The survey was comprised of four domains (34 statements), distributed as five in preparedness, eleven in attitude, eleven in the experiences, and seven in the barriers/facilitators (theoretical domains framework). Outcome measure The primary outcome was the total sum of scores of individual statements and each individual four domain of the questionnaire (preparedness, attitude, experiences, and barriers/facilitators). Results Two hundred thirty respondents participated in the survey (230/400, response rate 57.5%), of which 193 were females (83.9%) versus 37 males (16.1%). The mean age (years) was 19.9 ± 1.9 (males 19.8 ± 1.6 and females 20.0 ± 1.9). The mean total score for preparedness Q1 to Q5 (domain maximum score 25); and for the attitude Q6 to Q16 (domain maximum score of 60) were 14.9 ± 3.8 (95% CI 14.4 - 15.4; P < 0.05), 29.5 ± 7.4 (95% CI 28.6 - 30.5; P < 0.05) respectively. While for the experiences Q17 to Q27 (domain maximum score 55); and for the barriers/facilitators Q28 to Q34 (domain maximum score 30) 40.1 ± 8.0 (95% CI 39.1 - 41.1; P < 0.0001), and 20.9 ± 4.9 (95% CI 20.3-21.5;P < 0.05) respectively. Conclusion Our pharmacy students support the use of e-learning in pharmacy education, and seems prepared for the future technology moves in education. The colleges of pharmacies need to conduct further research on versatile innovative models such as virtual learning/artificial intelligence that fits with their students' perspectives.
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Affiliation(s)
- Asim Ahmed Elnour
- Program of Clinical Pharmacy, College of Pharmacy, Al Ain University (AAU), Abu Dhabi campus, Abu Dhabi, United Arab Emirates
- AAU Health and Biomedical Research Centre, Al Ain University, Abu Dhabi, United Arab Emirates
| | - Abdalla Abou Hajal
- AAU Health and Biomedical Research Centre, Al Ain University, Abu Dhabi, United Arab Emirates
- Department of Pharmaceutical Sciences, College of Pharmacy, Al Ain University (AAU), Abu Dhabi Campus, Abu Dhabi, United Arab Emirates
| | | | | | | | - Nour Dabbagh
- College of Pharmacy, Al Ain University, Abu Dhabi campus, Abu Dhabi, United Arab Emirates
| | | | - Sara Al Balooshi
- College of Pharmacy, Al Ain University, Abu Dhabi campus, Abu Dhabi, United Arab Emirates
| | | | - Adel Sadeq
- Program of Clinical Pharmacy, College of Pharmacy, Al Ain University, Al Ain, United Arab Emirates
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Tosto SA, Alyahya J, Espinoza V, McCarthy K, Tcherni-Buzzeo M. Online learning in the wake of the COVID-19 pandemic: Mixed methods analysis of student views by demographic group. Soc Sci Humanit Open 2023; 8:100598. [PMID: 37366390 PMCID: PMC10284669 DOI: 10.1016/j.ssaho.2023.100598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 06/08/2023] [Accepted: 06/09/2023] [Indexed: 06/28/2023]
Abstract
Various aspects of online learning have been addressed in studies both pre- and during the COVID-19 pandemic. However, most pre-pandemic studies may have suffered from sampling selection issues, as students enrolled in online courses were often not comparable to those taking classes on campus. Similarly, most studies conducted during the initial stages of the pandemic might be confounded by the stress and anxiety associated with worldwide lockdowns and the abrupt switch to online education in most universities. Furthermore, existing studies have not comprehensively explored students' perspectives on online learning across different demographic groups, including gender, race-ethnicity, and domestic versus international student status. To address this research gap, our mixed-methods study examines these aspects using data from an anonymous survey conducted among a large and diverse sample of students at a mid-size university in the Northeastern United States. Our findings reveal important insights: (1) Females are nearly twice as likely as males to prefer online asynchronous classes and feel self-conscious about keeping their cameras on during online synchronous (e.g., Zoom) classes. However, gendered views and preferences align in other aspects of online learning. (2) Black students show a stronger preference for Zoom classes compared to online asynchronous classes and emphasize the importance of recording Zoom meetings. Hispanic students are twice as likely to prefer asynchronous online classes, which offer greater flexibility to manage multiple responsibilities. (3) International students value the ability to learn at their own pace provided by online learning but express dissatisfaction with the lack of peer interaction. On the other hand, domestic students are more concerned about reduced interaction with teachers in online education. Domestic students also exhibit a higher tendency to turn their cameras off during Zoom classes, citing reasons such as self-consciousness or privacy. These findings carry significant implications for future research and educational practice, highlighting the need for tailored approaches that consider diverse student perspectives.
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Affiliation(s)
- Samantha A Tosto
- University of New Haven, 300 Boston Post Rd West Haven, CT 06516, USA
| | - Jehad Alyahya
- University of New Haven, 300 Boston Post Rd West Haven, CT 06516, USA
| | - Victoria Espinoza
- University of New Haven, 300 Boston Post Rd West Haven, CT 06516, USA
| | - Kylie McCarthy
- University of New Haven, 300 Boston Post Rd West Haven, CT 06516, USA
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Hisato T, Nandy S, Monga EM, Sytek P, Abouzid M, Ahmed AA. Psychological distress among healthcare students in Poland from COVID-19 to war on Ukraine: a cross-sectional exploratory study. Front Public Health 2023; 11:1186442. [PMID: 37404286 PMCID: PMC10315478 DOI: 10.3389/fpubh.2023.1186442] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Accepted: 05/22/2023] [Indexed: 07/06/2023] Open
Abstract
Objectives Healthcare students went through a rough time in March 2022 due to extreme changes in the educational system (moving from online to stationary learning) and Ukrainian-Russian war circumstances. Our study aims to update knowledge about psychological distress and its impact on healthcare students in Poland after two years of the COVID-19 pandemic, followed by intense and political instability in Europe. Methods We conducted a cross-sectional study on healthcare students from Poznan University of Medical Sciences, Poland, from March to April 2022. The questionnaire included subjective retrospective 5-point Likert-scales ratings of anxiety, stress, and depression and self-reported information on various psychological distress predictors. Results The anxiety levels at the beginning of the COVID-19 pandemic were higher than in April 2022. There was no significant reduction in stress and depression. Females had higher initial anxiety levels than post-pandemic levels. Higher reported levels of anxiety, stress, and depression were significantly correlated with political instability in Eastern Europe (Spearman ranxiety = 0.178, rstress = 0.169, rdepression = 0.154, p ≤ 0.001, respectively). The concern about moving towards online education showed a significant association only with stress level (rstress = 0.099, p = 0.034). We also observed a positive correlation between anxiety, stress, and depression and deteriorating sleep quality (Spearman ranxiety,=0.325, rstress = 0.410, rdepression = 0.440, p < 0.001), the feeling of worsening relationships with family and peers (ranxiety = 0.325, rstress = 0.343, rdepression = 0.379, p < 0.001), and the sense of loss of efficient time management (ranxiety = 0.321, rstress = 0.345, rdepression = 0.410, p < 0.001). Conclusion Throughout the progression of the Ukrainian war and the COVID-19 pandemic, females reported improved (lower levels) levels of anxiety. Nevertheless, the current levels of self-reported anxiety post-pandemic remain alarming, while stress and depression levels remained unchanged. Mental, psychological, and social support activities are required for healthcare students, especially those away from their families. Time management, academic performance, and coping skills in relation to the additional stressors of war and the global pandemic require further research in this group of students.
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Affiliation(s)
- Tomomi Hisato
- Faculty of Medicine, Poznan University of Medical Sciences, Poznan, Poland
| | - Shreya Nandy
- Faculty of Medicine, Poznan University of Medical Sciences, Poznan, Poland
| | - Eman M. Monga
- Department of Dental Surgery, Poznan University of Medical Sciences, Poznan, Poland
| | - Paulina Sytek
- Faculty of Medicine, Poznan University of Medical Sciences, Poznan, Poland
| | - Mohamed Abouzid
- Department of Physical Pharmacy and Pharmacokinetics, Faculty of Pharmacy, Poznan University of Medical Sciences, Poznan, Poland
- Doctoral School, Poznan University of Medical Sciences, Poznan, Poland
| | - Alhassan Ali Ahmed
- Doctoral School, Poznan University of Medical Sciences, Poznan, Poland
- Department of Bioinformatics and Computational Biology, Poznan University of Medical Sciences, Poznan, Poland
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Ning D, Geng H, Guan J, Zhang S, Wang S, Li S, Jin S. A novel approach to improving colonoscopy learning efficiency through a colonoscope roaming system: randomized controlled trial. PeerJ Comput Sci 2023; 9:e1409. [PMID: 37346679 PMCID: PMC10280502 DOI: 10.7717/peerj-cs.1409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 05/04/2023] [Indexed: 06/23/2023]
Abstract
Background Colonoscopy is indispensable in the diagnosis and treatment of lower digestive tract (LDT) diseases. Skilled colonoscopists are in great demand, but it takes considerable time for beginners to become experts. In addition, patients may refuse to permit primary learners to practise colonoscopy on them. Thus, improving the instructional programmes and models for primary learners is a key issue in endoscopy training. Convenience and a self-paced, learner-centred approach make e-learning an excellent instructional prospect. Therefore, we created the Colonoscope Roaming System (CRS) to assist in colonoscopy teaching procedures. We aimed to develop the e-learning software, test it with beginner colonoscopists and evaluate its effectiveness via subjective and objective methods. Methods Through a randomized controlled trial, participants were randomly allocated to an e-learning group (EG) or a control group (CG) after a pretest evaluation. The CG learned through the traditional colonoscopy teaching mode, while the EG used CRS in addition to the traditional teaching mode. Subsequent to the training, the participants completed a posttest and colonoscopy examination. The EG also completed a satisfaction questionnaire. Results Of the 84 participants, 81 (96%) finished the colonoscopy learning and evaluation modules of the CRS. No conspicuous differences in the pretest scores were found between the EG and CG (p > 0.05). Two months later, the posttest scores for the EG were higher than those of the CG (p < 0.001), and the EG had better performance on the colonoscopy examination (p < 0.01). Overall, 86.25% of questions raised in Q1-Q20 were satisfied with the CRS and considered it successful. Conclusions The use of CRS may be an effective approach to educate beginner colonoscopists to attain skills.
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Affiliation(s)
- Dandan Ning
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Huiyong Geng
- Animation Faculty, Harbin University of Science and Technology, Harbin, Heilongjiang Province, China
| | - Jingming Guan
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Sijia Zhang
- Education Office, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Shuang Wang
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Shuang Li
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Shizhu Jin
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
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Palve SS, Palve SB. Attitude and perceptions of the faculty toward use of LMS in a tertiary medical college: An interventional study. J Educ Health Promot 2023; 12:176. [PMID: 37404912 PMCID: PMC10317284 DOI: 10.4103/jehp.jehp_91_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 02/24/2023] [Indexed: 07/06/2023]
Abstract
BACKGROUND E-learning has become a new technique of instructional strategy during the current instructional era where we are surrounded with the uncertainty of pandemic outbreak and unrest in the educational system. AIM AND OBJECTIVES To analyze and modulate the attitude and perception of the faculty towards the use of the Learning Management System for teaching and learning. MATERIALS AND METHODS This descriptive cross-sectional study was conducted among 112 faculty members of Symbiosis Medical College for Women Pune. An elaborated research tool was designed to measure the attitudes and perception of the faculty members toward the use of the learning management system in teaching. The research tool was administered before and after the LMS sensitization workshop to all the participants. Workshop was planned to sensitize faculty regarding MOODLE (E-learning platform). RESULTS Statically, significant change in the mindset of the faculty members was found after sensitization workshop regarding incorporating LMS as an instructional method. Statistically, significant variations were found in the attitude toward using LMS based on gender variation, (0.021, F = 5341), experience (0.033, F = 0.189), and discipline (0.052, F = 0.233). Based on the themes derived from responses faculty felt that training and sensitization will help them to use LMS more effectively. CONCLUSION Use of blended learning strategies are need of an hour, there are lot of problems which can be faced by the faculty members while incorporating use of LMS in their routine teaching process. Training sessions for implementing any e-learning platform should be done on priority basis to increase its use more effectively.
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Affiliation(s)
- Suchitra S. Palve
- Department of Physiology, Dr. SS Tantia Medical College Hospital, Sri Ganganagar, Rajasthan, India
| | - Sachin B. Palve
- Department of Community, Dr. SS Tantia Medical College Hospital, Sri Ganganagar, Rajasthan, India
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Ortega-Donaire L, Bailén-Expósito J, Álvarez-García C, López-Medina IM, Álvarez-Nieto C, Sanz-Martos S. Satisfaction of Online University Education during the COVID-19 Pandemic. Healthcare (Basel) 2023; 11:healthcare11101421. [PMID: 37239706 DOI: 10.3390/healthcare11101421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Revised: 04/18/2023] [Accepted: 05/12/2023] [Indexed: 05/28/2023] Open
Abstract
The rapid global spread of the coronavirus disease affected the education sector, which had to adapt its teaching methodology to an online scenario to curb the increase in infections. This study aimed to determine the satisfaction level of university students regarding the online education they received during the COVID-19 pandemic. A descriptive cross-sectional study was carried out with nursing degree students. Convenience sampling was used because of the accessibility of the sample, estimating 168 as the minimum sample size needed. The satisfaction level was measured using the "Questionnaire on Satisfaction of University Students with Online Training" (CUSAUF). The sample consisted of 215 participants. The overall level of satisfaction was high. Subject content and teaching methodology were the most highly rated aspects, while aspects related to lecturer-student communication and communication among students were rated the worst. The Cronbach's α for the satisfaction scale was 0.94, showing high internal consistency and reliability of the sample. Online education could be considered an alternative methodology for teaching learning modules or complementing face-to-face training in future training programs.
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Affiliation(s)
- Lucía Ortega-Donaire
- Department of Nursing, Faculty of Health Sciences, University of Jaen, 23071 Jaén, Spain
| | | | | | - Isabel M López-Medina
- Department of Nursing, Faculty of Health Sciences, University of Jaen, 23071 Jaén, Spain
| | - Carmen Álvarez-Nieto
- Department of Nursing, Faculty of Health Sciences, University of Jaen, 23071 Jaén, Spain
| | - Sebastián Sanz-Martos
- Department of Nursing, Faculty of Health Sciences, University of Jaen, 23071 Jaén, Spain
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Liu K, Yao J, Tao D, Yang T. Influence of Individual-technology-task-environment Fit on University Student Online Learning Performance: The Mediating Role of Behavioral, Emotional, and Cognitive Engagement. Educ Inf Technol (Dordr) 2023:1-20. [PMID: 37361766 PMCID: PMC10157568 DOI: 10.1007/s10639-023-11833-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Accepted: 04/17/2023] [Indexed: 06/12/2023]
Abstract
The present study aimed to examine whether and to what extent university student online learning performance was influenced by individual-technology fit (ITF), task-technology fit (TTF), environment-technology fit (ETF), and whether the influence was mediated by their behavioral, emotional, and cognitive engagement. A theoretical research model was developed by integrating the extended TTF theory and student engagement framework. The validity of the model was assessed using a partial least squares structural equation modeling approach based on data collected from 810 university students. Student learning performance was influenced by TTF (β = 0.25, p < 0.001), behavioral engagement (β = 0.25, p < 0.001), and emotional engagement (β = 0.27, p < 0.001). Behavioral engagement was affected by TTF (β = 0.31, p < 0.001) and ITF (β = 0.41, p < 0.001). TTF, ITF, and ETF were observed as significant antecedents of emotional engagement (β = 0.49, p < 0.001; β = 0.19, p < 0.001; β = 0.12, p = 0.001, respectively) and cognitive engagement (β = 0.28, p < 0.001; β = 0.34, p < 0.001; β = 0.16, p < 0.001, respectively). Behavioral and emotional engagement served as mediators between fit variables and learning performance. We suggest the need for an extension to the TTF theory by introducing ITF and ETF dimensions and demonstrate the important role of these fit variables in facilitating student engagement and learning performance. Online education practitioners should carefully consider the fit between the individual, task, environment, and technology to facilitate student learning outcomes.
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Affiliation(s)
- Kaifeng Liu
- Academy of Medical Engineering and Translational Medicine, Tianjin University, Tianjin, China
- Institute of Applied Psychology, Tianjin University, Tianjin, China
- School of Education, Tianjin University, Tianjin, China
| | - Jingtao Yao
- Institute of Applied Psychology, Tianjin University, Tianjin, China
- School of Education, Tianjin University, Tianjin, China
| | - Da Tao
- Institute of Human Factors and Ergonomics, College of Mechatronics and Control Engineering, Shenzhen University, Shenzhen, China
| | - Tianrui Yang
- Institute of Applied Psychology, Tianjin University, Tianjin, China
- School of Education, Tianjin University, Tianjin, China
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Mastour H, Emadzadeh A, Hamidi Haji Abadi O, Niroumand S. Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint. BMC Med Educ 2023; 23:209. [PMID: 37016360 PMCID: PMC10072012 DOI: 10.1186/s12909-023-04159-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/18/2022] [Accepted: 03/14/2023] [Indexed: 06/19/2023]
Abstract
INTRODUCTION This study investigated medical students' intended learning outcomes based on e-learning and in-person education. METHODS In this cross-sectional comparative analytical study, a group of 126 undergraduate medical students' intended learning outcomes under two different teaching methods, including e-learning and in-person, were repeatedly measured based on the census sampling method. Participants were in the preclinical curriculum phase (physiopathology) at Mashhad University of Medical Sciences (MUMS), Iran. Due to expert panel opinion, the same medical teachers and similar difficulty of lessons were considered in two investigated academic semesters. In addition, difficulty and discrimination indexes of formative and summative assessments were controlled for two study groups. The students' learning outcome index was the knowledge test scores participants received in the relevant lessons of the General Medicine (GM) curriculum preclinical courses. RESULTS The findings indicated that students learning outcomes were significantly higher during e-learning than in in-person education for all examined variables (P < 0.05). Moreover, the difference between students' Grade Point Average (GPA) categories among the two groups was significant (P = 0.022). Students with a GPA of less than 14 experienced higher increments in their average scores after the e-learning compared to in-person education. Compared to face-to-face courses, improvements in pharmacology, theoretical semiology, and pathology scores after e-learning courses were statistically significant (P < 0.001). The differences in mean scores related to practical pathology and semiology in the two approaches were not statistically significant, P = 0.624 and P = 0.149, respectively. Furthermore, the overall students' average scores increased significantly during e-learning versus in-person education (P < 0.001). CONCLUSION We concluded that e-learning could be appreciated as a successful method of medical education and can be used as an alternative educational method. However, considering the importance of practical or clinical courses in medical education, further research about the efficacy of the e-learning approach is highly recommended.
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Affiliation(s)
- Haniye Mastour
- Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Ali Emadzadeh
- Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
| | | | - Shabnam Niroumand
- Department of Community Medicine, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
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Thathsarani H, Ariyananda DK, Jayakody C, Manoharan K, Munasinghe A, Rathnayake N. How successful the online assessment techniques in distance learning have been, in contributing to academic achievements of management undergraduates? Educ Inf Technol (Dordr) 2023:1-25. [PMID: 37361852 PMCID: PMC10068230 DOI: 10.1007/s10639-023-11715-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Accepted: 03/06/2023] [Indexed: 06/28/2023]
Abstract
The implementation of online teaching and assessments was prompted by the current COVID-19 pandemic. Therefore, all universities had to adopt the distance-learning method as the only choice to continue education delivery. This study's main objective is to understand the effectiveness of assessment techniques followed through distance learning in Sri Lankan management undergraduates during COVID-19. Furthermore, utilizing a qualitative approach and thematic analysis for data analysis, semi-structured interviews with 13 management faculty lecturers selected through the purposive sample technique were used for data collection. The survey was conducted via an online questionnaire that was distributed to Sri Lankan undergraduates, and a total of 387 samples from management undergraduates were drawn for the quantitative data analysis using a simple random sampling technique. The study's main findings revealed that five online assessments are currently being utilized to evaluate management undergraduates' academic performance under distance learning, including online examinations, online presentations, online quizzes, case studies, and report submissions. In addition, this study statistically and with some qualitative empirical evidences in the existing literature proved that online examinations, online quizzes, and report submissions have a significant impact on undergraduates' academic performance. Further, this study also recommended that universities should implement procedures for online assessment techniques in order to assess the quality assurance of assessment techniques. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-023-11715-7.
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Affiliation(s)
- Hiruni Thathsarani
- Department of Business Management, SLIIT Business School, Sri Lanka Institute of Information Technology (SLIIT), Malabe, Sri Lanka
| | - Dinushika Kaushalya Ariyananda
- Department of Business Management, SLIIT Business School, Sri Lanka Institute of Information Technology (SLIIT), Malabe, Sri Lanka
| | - Chalani Jayakody
- Department of Business Management, SLIIT Business School, Sri Lanka Institute of Information Technology (SLIIT), Malabe, Sri Lanka
| | - Kerthiga Manoharan
- Department of Business Management, SLIIT Business School, Sri Lanka Institute of Information Technology (SLIIT), Malabe, Sri Lanka
| | - A.A.S.N Munasinghe
- Department of Business Management, SLIIT Business School, Sri Lanka Institute of Information Technology (SLIIT), Malabe, Sri Lanka
| | - Nilmini Rathnayake
- Department of Business Management, SLIIT Business School, Sri Lanka Institute of Information Technology (SLIIT), Malabe, Sri Lanka
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Deng H, Jiang Y, Han Q, Zhou X, Zhong S, Hu K, Yang L. The impact of COVID-19 on online medical education: a knowledge graph analysis based on co-term analysis. BMC Med Educ 2023; 23:203. [PMID: 37005634 PMCID: PMC10067015 DOI: 10.1186/s12909-023-04193-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Accepted: 03/23/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND This study aims to identify the characteristics and future directions of online medical education in the context of the novel coronavirus outbreak new through visual analytics using CiteSpace and VOSviewer bibliometric methods. METHOD From Web of Science, we searched for articles published between 2020 and 2022 using the terms online education, medical education and COVID-19, ended up with 2555 eligible papers, and the articles published between 2010 and 2019 using the terms online education, medical education and COVID-19, and we ended up with 4313 eligible papers. RESULTS Before the COVID-19 outbreak, Medical students and care were the most frequent keywords and the most cited author was BRENT THOMA with 18 times. The United States is the country with the greatest involvement and research impact in the field of online medical education. The most cited journal is ACAD MED with 1326 citations. After the COVID-19 outbreak, a surge in the number of research results in related fields, and ANXIETY and four secondary keywords were identified. In addition, the concentration of authors of these publications in the USA and China is a strong indication that local epidemics and communication technologies have influenced the development of online medical education research. Regarding the centrality of research institutions, the most influential co-author network is Harvard Medical School in the United States; and regarding the centrality of references, the most representative journal to which it belongs is VACCINE. CONCLUSION This study found that hey information such as keywords, major institutions and authors, and countries differ in the papers before and after the COVID-19 outbreak. The novel coronavirus outbreak had a significant impact on the online education aspect. For non-medical and medical students, the pandemic has led to home isolation, making it difficult to offer face-to-face classes such as laboratory operations. Students have lost urgency and control over the specifics of face-to-face instruction, which has reduced the quality of teaching. Therefore, we should improve our education model according to the actual situation to ensure the quality of teaching while taking into account the physical and psychological health of students.
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Affiliation(s)
- Huijiao Deng
- Zhuhai Campus of Zunyi Medical University, Zhuhai, 519000, China
| | - Yi Jiang
- Zhuhai Campus of Zunyi Medical University, Zhuhai, 519000, China
| | - Qinrong Han
- Zhuhai Campus of Zunyi Medical University, Zhuhai, 519000, China
| | - Xingyu Zhou
- Zhuhai Campus of Zunyi Medical University, Zhuhai, 519000, China
| | - Siyang Zhong
- Zhuhai Campus of Zunyi Medical University, Zhuhai, 519000, China
| | - Kai Hu
- Zhuhai Campus of Zunyi Medical University, Zhuhai, 519000, China.
| | - Lin Yang
- Key Laboratory of Human-Machine Intelligence-Synergy Systems, Shenzhen Institutes of Advanced Technology, Chinese Academy of Sciences (CAS), Shenzhen, 518055, China.
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Roman A, Marshall BG, Barry DL, Cable S. A Qualitative Study of Medical Students' Perspectives on Distance Learning During COVID-19. Med Sci Educ 2023; 33:459-464. [PMID: 37251201 PMCID: PMC9978268 DOI: 10.1007/s40670-023-01761-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/14/2023] [Indexed: 05/31/2023]
Abstract
Introduction With the Coronavirus disease 2019 [COVID-19] pandemic, changes were undertaken out of necessity to allow medical students to continue their education. The aim of this study is to create key themes for educators to consider when implementing distance learning strategies into the curriculum based on 2nd year graduate entry medical students experience of learning and engagement with the use of distance learning during the COVID-19 pandemic. Materials and Methods A qualitative study with a phenomenological methodology was set within a constructivist paradigm. A volunteer sampling strategy was used to recruit participants. Nine semi-structured, audio-recorded interviews were undertaken and transcribed verbatim. A thematic analysis was undertaken of the transcripts using the Braun and Clarke framework with an open-coded approach. Results Exploration of the student experience generated an understanding of the learning process. The concept of adaptability emerged based on the themes of technology, environment, study skills and human interaction. Discussion Necessary changes to the formal curriculum affected medical students learning and experience that demanded adaptability. The 'new normal' generated a context within which students were communicating and interacting in ways creating individual challenges for students and educators. Conclusion With the advancements in information, communication and technology, distance learning is likely to be further incorporated in undergraduate training long term. Its position should be one that is harmonious within the wider educational realm that engages and meets the needs of the students. The rich understanding exposes adaptations and considerations for educators to improve the student experience.
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Affiliation(s)
- Alexandrina Roman
- Faculty of Medicine, University of Southampton, Southampton, UK
- Anaesthetic Department, University Hospital Southampton, Southampton, UK
| | - Ben G. Marshall
- Faculty of Medicine, University of Southampton, Southampton, UK
| | - D. L. Barry
- Faculty of Medicine, University of Southampton, Southampton, UK
- Anaesthetic Department, University Hospital Southampton, Southampton, UK
| | - Stuart Cable
- Centre for Medical Education, University of Dundee, Dundee, Scotland
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Arslan M, Edirne T, Emre N, Ozsahin A. Medical Students' Perceptions of Online Education during the COVID-19 Pandemic. Euras J Fam Med 2023. [DOI: 10.33880/ejfm.2023120101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/31/2023] Open
Abstract
Aim: If we consider that online education will maintain its importance after the pandemic; determining the perceived advantages and disadvantages of online education will contribute to improving the online education opportunities of medical faculties. In our study, it is aimed to investigate the characteristics of online education experiences of medical students.
Methods: The study group was composed of students who were educated in first – third classes at Pamukkale University Faculty of Medicine (total 747 students). A questionnaire created by the researchers was used in data collection.
Results: Two-hundred-thirty-two people were included in the research. The most liked aspects of online education were that there was no transportation problem with 83.2% (n=193) and flexibility with 57.3% (n=133). The most common barriers to online education were internet connection problems with 77.6% (n=180) and distractions from family, pets and home environment with 60.8% (n=141). 11.6% of the participants thought that online education was more efficient than face-to-face education, while 24.6% were satisfied with the ongoing online education process.
Conclusion: Satisfaction of online education can be increased and can be made more successful by developing the liked aspects of online education and working towards eliminating the obstacles in front of it.
Keywords: online education, medical students, perception, COVID-19 pandemic
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Ashour O, Alkhatib AM, Al Zureikat Q, Al-Shaikhli M, Ata BB, Massad T, Al-Huneidy L, Al-Sabbagh MQ, Al-Ani A. Investigating medical students' satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience. Korean J Med Educ 2023; 35:21-32. [PMID: 36858374 PMCID: PMC10020058 DOI: 10.3946/kjme.2023.246] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 11/29/2022] [Accepted: 12/12/2022] [Indexed: 06/18/2023]
Abstract
PURPOSE We aimed to evaluate the disparity between video-based learning and lecture-based learning on Jordanian medical students' satisfaction. METHODS We conducted this cross-sectional study using a web-based questionnaire adapted from Student Evaluation of Educational Quality survey. Using convenience sampling, medical students studying at the University of Jordan and Jordan University Hospital were recruited. Participants in either clinical or basic-science years that have completed the entire survey were included in the final analysis. RESULTS We surveyed a total 487 participants among which male to female ratio was 1.19:1. Participants perceived greater benefit in terms of learning, instructor enthusiasm, content organization, breadth of teaching, and quality and number of assignments when using video-based learning (all p<0.01). In contrast, face-to-face learning was associated with significantly higher benefits in terms of group interactions (p<0.01) and capacity for rapport building (p<0.01). There was no significant difference in perceived examination performance between the two learning modalities (p=0.11). CONCLUSION Video-based learning is the preferred learning modality among Jordanian medical students. Despite its dominance across multiple domains, it should be implemented as an adjunct to traditional classroom teaching for it is vital in the development of good communication skills and building rapport in medical students.
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Affiliation(s)
- Omar Ashour
- School of Medicine, University of Jordan, Amman,
Jordan
| | | | | | | | | | - Talal Massad
- School of Medicine, University of Jordan, Amman,
Jordan
| | | | | | - Abdallah Al-Ani
- Office of Scientific Affairs and Research, King Hussein Cancer Center, Amman,
Jordan
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Sripadungkul D, Sripadungkul S, Boonmak S, Boonmak P. Differences in perception of online anesthesiology between Thai medical students and teachers during the COVID-19 pandemic. Korean J Med Educ 2023; 35:45-53. [PMID: 36858376 PMCID: PMC10020060 DOI: 10.3946/kjme.2023.248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 11/04/2022] [Accepted: 12/02/2022] [Indexed: 06/18/2023]
Abstract
PURPOSE Traditional anesthesiology learning was disrupted by the coronavirus disease 2019 pandemic and replaced by online learning. Students and teachers did not prepare well for this change. Determining the differences in perceptions can close the gap and develop more effective curricula. Our study aims to compare students' and teachers' perceptions of online anesthesiology learning. METHODS We conducted a prospective descriptive study, a cross-sectional survey between July 2020 and January 2021 in the Anesthesiology Department, Faculty of Medicine, Khon Kaen University, Thailand. Our participants were fifth-year medical students and teachers participating in online anesthesiology. We compared the perception of the teaching process, support system, learning outcomes, satisfaction, and preference. Using an online structured questionnaire survey with a 4-point Likert scale to measure the degree of agreement with each item. We analyzed the difference between students' and teachers' perceptions by topic. RESULTS We received responses from 174 students and 24 teachers. Students had a significantly higher proportion of positive perceptions than teachers on the teaching process (theoretical teaching, problem-based learning, feedback, and response system), on a support system (technological support, connectivity, and learning materials), on learning outcomes (clinical practice readiness, critical thinking, long-term memory, and enthusiasm), satisfaction score, and online learning preference (p<0.05). CONCLUSION Differences in perception were high in many aspects of online anesthesiology learning. This perception gap was particularly evident in the teaching process, support system, and learning outcomes. And Thai students had more preference for online learning than teachers. Strategies to reduce the gap should focus on teachers' training and supporting online learning should be concerned.
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Affiliation(s)
| | - Suwitcha Sripadungkul
- Department of Orthopedics, Faculty of Medicine, Khon Kaen University, Khon Kaen,
Thailand
| | - Suhattaya Boonmak
- Department of Anesthesiology, Khon Kaen University, Khon Kaen,
Thailand
| | - Polpun Boonmak
- Department of Anesthesiology, Khon Kaen University, Khon Kaen,
Thailand
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Gazi MAI, Masud AA, Sobhani FA, Dhar BK, Hossain MS, Hossain AI. An Empirical Study on Emergency of Distant Tertiary Education in the Southern Region of Bangladesh during COVID-19: Policy Implication. Int J Environ Res Public Health 2023; 20:4372. [PMID: 36901382 PMCID: PMC10001728 DOI: 10.3390/ijerph20054372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Revised: 02/19/2023] [Accepted: 02/23/2023] [Indexed: 06/18/2023]
Abstract
Many fields have been affected by COVID-19, including education. The pandemic has prompted a change in education due to the requirement for social distancing. Campuses are now closed in many educational institutions across the globe, and teaching and learning are now conducted online. Internationalization has significantly slowed down. A mixed-method study was designed for this research, with the goal of ascertaining the impact of COVID-19 on Bangladeshi students enrolled in higher education during and after the pandemic. A questionnaire with 19 questions on a Google form was used to collect quantitative data using a 4-point Likert scale and was conducted on 100 students from different universities in the southern part of Bangladesh, such as Barisal University, Patuakhali Science and Technology University, and Bangabandhu Sheikh Mujibur Rahman Science and Technology University. For collecting qualitative data, six quasi-interviews were conducted. A statistical package for Social Science (SPSS) was used to analyze both quantitative and qualitative data. The quantitative results demonstrated that during the COVID-19 pandemic, pupils continuously received teaching and learning. The current study's findings revealed a significant positive correlation between the COVID-19 pandemic and teaching, learning, and student achievement and a significant negative correlation between the COVID-19 pandemic and student goals. The study also revealed that the COVID-19 pandemic had a detrimental effect on students enrolled in higher education programs at the universities. The qualitative judgment showed that students faced many problems when joining classes, such as poor Internet connection and insufficient network and technological facilities, etc. Some students live in rural areas and have slow Internet speeds, which sometimes prevented them from joining class. The findings of the study can help policy makers in higher education to review and adopt a new policy in higher education in Bangladesh. It can also help education instructors in universities to develop a proper study plan for their students.
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Affiliation(s)
| | - Abdullah Al Masud
- Department of Management Studies, University of Barishal, Barishal 8254, Bangladesh
| | - Farid Ahammad Sobhani
- School of Business and Economics, United International University, Dhaka 1212, Bangladesh
| | - Bablu Kumar Dhar
- Mahidol University International College, Mahidol University, Nakhon Pathom 73170, Thailand
| | - Mohammad Sabbir Hossain
- Department of Finance and Banking, Patuakhali Science and Technology University, Patuakhali 8602, Bangladesh
| | - Abu Ishaque Hossain
- Department of Business Administration, The International University of Scholars, Dhaka 1213, Bangladesh
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Moro C, Mills KA, Phelps C, Birt J. The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology. Int J Educ Technol High Educ 2023; 20:7. [PMID: 36817635 PMCID: PMC9922542 DOI: 10.1186/s41239-022-00378-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Accepted: 12/14/2022] [Indexed: 06/18/2023]
Abstract
Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions' scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines examples of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments.
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Affiliation(s)
- Christian Moro
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD 4226 Australia
| | - Kathy A. Mills
- Institute for Learning Sciences and Teacher Education, Australian Catholic University, Brisbane, QLD 4000 Australia
| | - Charlotte Phelps
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, QLD 4226 Australia
| | - James Birt
- Faculty of Society and Design, Bond University, Gold Coast, QLD 4226 Australia
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Dergham P, Saudagar FNI, Jones-Nazar CC, Hashim SA, Saleh K, Mohammedhussain AA, Wafai SA, Madadin M. Medical Students' Perceptions Towards Online Teaching During the Covid-19 Pandemic: A Cross-Sectional Study from Saudi Arabia. Adv Med Educ Pract 2023; 14:407-419. [PMID: 37125011 PMCID: PMC10136098 DOI: 10.2147/amep.s396912] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 04/09/2023] [Indexed: 05/03/2023]
Abstract
Background The Covid-19 has made a huge impact on higher education. Online teaching and learning became essential to deliver educational activities in all areas including medical education. In this study, we aimed to investigate medical students' perceptions on the role of online teaching and learning in facilitating medical education. Material and Methods A cross-sectional study using a self-administered online questionnaire was conducted. Students eligible were medical students across all years at Imam Abdulrahman Bin Faisal University, Saudi Arabia. Perceptions analysis was conducted using SPSS software. Results A total of 563 students participated in the study (prominent category female 64%, n = 361). There was a significant increase in the number of hours devoted to online learning during the pandemic. Live lectures/tutorials platform via zoom showed the highest rate of interaction compared to pre-recorded lectures and learning materials uploaded on blackboard. 50% of the students disagreed that online teaching is as effective as face-to-face teaching. The greatest perceived enjoyable aspect included the online accessibility of materials. Whereas the most frequent perceived barrier to online learning included internet connection. 17% of students reflected a poor understanding of scientific materials through online PBL. More than 50% of students revealed that online theoretical lectures are as good as classroom or better. Whereas the majority (70%) were unable to learn clinical skills online. The results indicated high impact on students' physical activities (80%). Impacts were higher on pre-clinical students' health and social life than on clinical students. Conclusion Our findings reported that during emergency situations due to the pandemic, online teaching enables the continuity of medical education and provides adequate efficiency. The use of live online platforms showed high level of interaction. However, some barriers need to be addressed especially at the clinical skills development level to maximize the benefit of online teaching and learning.
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Affiliation(s)
- Pauline Dergham
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- Correspondence: Pauline Dergham, Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, 34211, Saudi Arabia, Tel +966 13 3331046, Fax +966 13 3330333, Email ;
| | - Farhat N I Saudagar
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Catrin C Jones-Nazar
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Sara A Hashim
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Khaldoon Saleh
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Alea A Mohammedhussain
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Sumaya A Wafai
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Mohammed Madadin
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Siddiqui SS, Saxena S, Agrawal S, Lohiya A, Muzaffar SN, Saran S, Misra S, Rai N, Agrawal A. The impact of a "short-term" basic intensive care training program on the knowledge of nonintensivist doctors during the COVID-19 pandemic: An experience from a population-dense low- and middle-income country. Aust Crit Care 2023; 36:138-44. [PMID: 36123237 DOI: 10.1016/j.aucc.2022.08.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2022] [Revised: 08/07/2022] [Accepted: 08/13/2022] [Indexed: 02/08/2023] Open
Abstract
BACKGROUND The utility of basic intensive care unit (ICU) training comprising a "1-day course" has been scientifically evaluated and reported in very few studies, with almost no such study from resource-limited settings. AIM The study assessed the utility of basic ICU training comprising of a "1-day course" in increasing the knowledge of nonintensivist doctors. MATERIALS AND METHODS This is an observational study conducted at a medical university in North India in 2020. The participants were nonintensivist doctors attending the course. The course was designed by intensivists, and it had four domains. The participants were categorised on the basis of their duration of ICU experience and broad speciality. Pretest and posttest was administered, which was analysed to ascertain the gain in the knowledge score. RESULTS A total of 252 participants were included, of which the majority were from the clinical medicine speciality (85.3%) and had ICU experience of 1-6 months (47.6%). There was a significant improvement in the mean total score of the participants after training from 14/25 to 19/25, with a mean difference (MD) of 5.02 (p < 0.001). Based on ICU experience, in groups I (<1 month), II (1-6 months), and III (>6 months), there was a significant improvement in the total score of the participants after training with MD with 95% confidence interval (CI) limits of 5.27 (4.65-5.90), 4.70 (4.38-5.02), and 5.33 (4.89-5.78), respectively. In the clinical surgery specialty (n = 37), there was a significant improvement in the total score after training from 11/25 to 16.4/25 with an MD (95% CI limits) of 5.38 (4.4-6.3). Similarly, in the clinical medicine group (n = 215), the MD (95% CI limits) score after training was 4.95 (4.71-5.20), from 14.5/25 to 19.5/25. In feedback, more than half of the participants showed interest in joining ICU after training. CONCLUSIONS Training nonintensivist doctors for 1 day can be useful in improving their knowledge, regardless of their prior ICU experience and speciality.
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Frommherz L, Hering P, Stadler PC, Clanner-Engelshofen BM, Reinholz M. Silicone Models for Dermatological Education: Assessment of a New Teaching Tool by Dermatologists. Dermatol Pract Concept 2023; 13:dpc.1301a49. [PMID: 36892340 PMCID: PMC9946078 DOI: 10.5826/dpc.1301a49] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/21/2022] [Indexed: 02/04/2023] Open
Abstract
INTRODUCTION The coronavirus pandemic forced universities to transfer academic curricula into the digital realm and calls for the introduction of new teaching methods to adequately compensate for the limited in-patient training. Especially in the field of dermatology, the use of 3D models presents an interesting opportunity to maintain the teaching of diagnostically essential sensory and haptic characteristics of primary lesions. OBJECTIVES We developed a prototype silicone model and presented it to the medical service of the Department of Dermatology of the Ludwig-Maximilians University for evaluation. METHODS Silicone models demonstrating primary skin lesions were produced by using negative 3D-printed molds and different types of silicone. An online survey obtained evaluations from a group of dermatologists regarding the quality of previously supplied silicone 3D models and their potential use in medical education. Data from 58 dermatologists were collected and analyzed. RESULTS The majority of the participants rated the models overall as positive and innovative, providing constructive feedback for additional modifications, and recommended further implementation into the regular curriculum as an additional tool after the end of the pandemic. CONCLUSIONS Our study underlined the possible advantages of using 3D models as a supplement in educational training even after the end of the SARS-CoV-2 pandemic.
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Affiliation(s)
- Leonie Frommherz
- Department of Dermatology and Allergy, University Hospital, LMU Munich, Germany
| | - Pascal Hering
- Department of Dermatology and Allergy, University Hospital, LMU Munich, Germany
| | | | | | - Markus Reinholz
- Department of Dermatology and Allergy, University Hospital, LMU Munich, Germany
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Sawant NS, Vinchurkar P, Kolwankar S, Patil T, Rathi K, Urkude J. Online teaching, learning, and health outcomes: Impact on medical undergraduate students. Ind Psychiatry J 2023; 32:59-64. [PMID: 37274577 PMCID: PMC10236680 DOI: 10.4103/ipj.ipj_52_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/22/2022] [Revised: 04/15/2022] [Accepted: 05/03/2022] [Indexed: 06/06/2023] Open
Abstract
Background Online education has become a norm since the pandemic and it was a complete change for the medical curriculum. Many students missed patient interaction, which was a crucial part of their learning. Aim This study was designed to know the perceptions of online teaching of both the non-competency-based medical education (non-CBME) and competency-based medical education (CBME) curriculum during the coronavirus disease 2019 (COVID-19) pandemic, learning outcomes, and health-related problems due to online teaching-learning in medical undergraduates. Materials and Methods It was an online survey done after ethics approval. The survey questionnaire was sent to all medical undergraduates via email or WhatsApp and responses were recorded after informed consent. The total number of students who completed the survey was 346. Results 66% of students found that online classes were not as enjoyable as offline. 66% found them time-saving with learning at their own pace. 85% felt they learned no clinical skills, and 80.6% said there was a lack of practical demonstrations. 71% experienced digital fatigue, 62% missed learning in a group, and 73% felt the poor motivation to study. Only 30% and 18.7% were confident enough to take a history or do an examination of the patient, respectively, after online clinics. 33% were confident to appear for university theory and only 11% for practical exams. The health problems faced due to online teaching included somatic complaints, sleep disturbances anxiety, and depressive symptoms in 40% of students. Conclusions The students were dissatisfied with online teaching. Learning outcomes were affected, as they were not confident to appear for university exams. Hence, though teaching happened during the pandemic, the online education imparted revealed lacunae and health effects.
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Affiliation(s)
- Neena S. Sawant
- Department of Psychiatry, Seth GSMC and KEM Hospital, Mumbai, Maharashtra, India
| | | | | | - Tejaswi Patil
- Seth GSMC and KEM Hospital, Parel, Mumbai, Maharashtra, India
| | - Khusbhu Rathi
- Seth GSMC and KEM Hospital, Parel, Mumbai, Maharashtra, India
| | - Jayesh Urkude
- Seth GSMC and KEM Hospital, Parel, Mumbai, Maharashtra, India
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Muhammud A, Abd Aziz N, Abu Bakar R, Harun S. Pandemic Covid 19: The Challenges of Online Learning Among UITMs’ Students. relate 2022; 4. [DOI: 10.26710/relate.v4i2.2498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
Abstract
Purpose: In 2020, the emergence of Corona Virus Disease (COVID-19) has led Malaysia to an unprecedented public health crisis. Due to this, all universities in Malaysia are forced to shut down any physical activities by the Government. Hence, Universiti Teknologi MARA (UiTM) had conducted an Online Distance Learning (ODL) starting on 13th April 2020 due to the spread of the Covid-19 virus. As a result, the government had to implement the Movement Control Order (MCO) to control the spread of the disease among the community. In attending online classes, a lot of challenges are faced by the students. Therefore, this study reveals out a few challenges: time management, family support and financial crisis during online learning.
Methodology: The sample of the study is 100 of UiTM students throughout Malaysia and the researchers set a form of questionnaires, distributed via google form to the respondents using convenience sampling.
Findings: SPSS is used in analyzing the data and the result shows that all independent variables (time management, family support, financial crisis) are challenges towards online learning. Implications: Thus, this study will benefit the Ministry of Education, universities and students in managing and controlling their challenges while attending online classes during Pandemic Covid 19.
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Kulikowski K, Przytuła S, Sułkowski Ł, Rašticová M. Technostress of students during COVID-19 - a sign of the time? HT 2022. [DOI: 10.14254/1795-6889.2022.18-3.3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
University students are considered digital natives but they often have difficulties in the effective integration of information technology (IT) into their study routine. To unravel this puzzle we proposed a model of IT effects on students' well-being, based on the Job Demands-Resources theory, one of the most widely used models of human well-being in organizational contexts. We described three processes affecting students’ well-being. A techno-stress process generates strain via an increase in study demands. A techno-enrichment process sparks motivation through the creation of energizing study techno-resources. A dual-nature techno-challenge process sparks motivation but also creates strain. Our elaboration might help to reconcile conflicting findings on the role of IT in remote learning and contribute to a better understanding of the effect of IT on students. The proposed theoretical model might also spark further empirical research and provide guidelines for research on IT use in university learning.
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