DOI•
Students' Perspectives on Online Medical Education During the COVID-19 Pandemic: A Cross-Sectional Study
01 Jun 2021-Vol. 12, Iss: 2, pp 129-135
TL;DR: In this article, a cross-sectional study was conducted among 257 undergraduate medical students during the COVID-19 pandemic and subsequent lockdowns, and the results revealed that 241 students (93.8%) attended online classes using smartphones, whereas only 4 students (1.6%) used laptops.
Abstract: Background: The COVID-19 pandemic and subsequent lockdowns have contributed to the rise of new digital platforms for online education worldwide. This mode of teaching has its own merits and drawbacks. Yet, it is increasingly recognized as the only viable method of instruction during the pandemic. This study sought to evaluate students’ perceptions of different aspects of online teaching in pandemic times. Methods: This cross-sectional study was conducted among 257 undergraduate medical students during October 2020. Their informed consent was obtained, and a validated researcher-made questionnaire with 51 closed-ended items was distributed among them using Google Forms. Data were analyzed using SPSS version 22, and all the statistical tests were conducted at a significance level of 5%. Results: Findings revealed that 241 students (93.8%) attended online classes using smartphones, whereas only 4 students (1.6%) used laptops. Most students (n=164, 63.8%) were conversant with the use of internet/online apps (p <0.0001). Also, a majority (n=156, 60.7%) disagreed with the time-saving benefit of online classes, and 29 students (11.3%) argued that live lectures offered greater scope for connection with teachers as compared to online classes. Finally, 209 students (81.3%) believed that they were less attentive in online lectures than in live lectures, and 180 (70.1%) were not willing to attend these lectures after the pandemic. Conclusion: Although online teaching is a very powerful and effective means of teaching in this pandemic, it was observed that students were less favorable toward online classes due to non-availability of books, technical problems and network connectivity issues. It is worth noting that working with live patients in real clinical settings is vital to medical education and cannot be fully replaced by e-learning.
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TL;DR: The perception of perceived stress is high among the medical students who were not using online digital e-learning approaches, and significant stress was associated with non-use of digital online e- learning as well as lack of communication between teachers and students.
Abstract: Background: Stress is the physiological and psychological state which could overwhelmed an individuals capacity to adequately respond to it. The coronavirus disease (COVID 19) outbreak in India had created a sudden shutdown of conventionally designed medical teaching, because of which the medical students were in a stage of dilemma. The new digital e-learning methods psychologically affected these students invariably.
Aim and Objective: We hypothesized that significant stress was associated with non-use of digital online e-learning as well as lack of communication between teachers and students.
Materials and Methods: After the institutional ethical clearance, this online survey study was done on medical students. A total of 924 students participated in the study. All the students voluntarily participated in the survey based on perceived stress scale (PSS) (ten items). The PSS-10 is used to compare the stress level in between Group I who was using digital e-learning methods and Group II who was not using digital e-learning methods.
Results: The PSS-10 score was significantly high in the group who was not using digital online e-learning methods during this COVID 19 pandemic lockdown.
Conclusion: The perception of perceived stress is high among the medical students who were not using online digital e-learning approaches. More research is needed to identify potential confounders.
8 citations
TL;DR: In this article , the authors conducted a cross-sectional descriptive study in which 425 students were in two medical and non-medical sciences groups by stratified random sampling and completed a self-report questionnaire on satisfaction with virtual education and Fredericks' academic enthusiasm.
Abstract: Introduction: The covid-19 pandemic caused many changes in the educational methods of the country's universities, and many educational institutions created and launched virtual classes or developed their traditional systems. The present study was conducted with the aim of comparing the satisfaction of virtual education and its relationship with academic enthusiasm in the students of the Azad University of Rasht during this pandemic. Materials and Methods: The present study was a cross-sectional descriptive study in which 425 students were in two medical and non-medical sciences groups by stratified random sampling and completed a self-report questionnaire on satisfaction with virtual education and Fredericks' academic enthusiasm. The data were analyzed using SPSS software, an independent t-test, one-way variance, and Pearson's
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TL;DR: The content validity in employment testing has been a hot topic in the last few years as discussed by the authors, and a large body of work has been published in the area of content validity for employment testing.
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4,605 citations
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TL;DR: In this paper, a case study of Peking University's online education is presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances, concluding with five high impact principles for online education: (a) high relevance between online instructional design and student learning, effective delivery on online instructional information, adequate support provided by faculty and teaching assistants to students; (b) high-quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.
Abstract: Starting from the spring of 2020, the outbreak of the COVID-19 caused Chinese universities to close the campuses and forced them to initiate online teaching. This paper focuses on a case of Peking University's online education. Six specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concludes with five high-impact principles for online education: (a) high relevance between online instructional design and student learning, (b) effective delivery on online instructional information, (c) adequate support provided by faculty and teaching assistants to students; (d) high-quality participation to improve the breadth and depth of student's learning, and (e) contingency plan to deal with unexpected incidents of online education platforms.
1,342 citations
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TL;DR: In this paper, the Covid-19 pandemic has raised significant challenges for the higher education community worldwide and a particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online.
Abstract: The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.
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TL;DR: In this paper, the effectiveness of using e-learning in teaching in tertiary institutions is investigated by reviewing some contributions made by various researchers and institutions on the concept of elearning, particularly its usage in teaching and learning in higher educational institutions.
Abstract: This study investigates the effectiveness of using e-learning in teaching in tertiary institutions. In institutions of higher education, the issue of utilizing modern information and communication technologies for teaching and learning is very important. This study reviews literature and gives a scholarly background to the study by reviewing some contributions made by various researchers and institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It unveils some views that people and institutions have shared globally on the adoption and integration of e-learning technologies in education through surveys and other observations. It looks at the meaning or definitions of e-learning as given by different researchers and the role that e-learning plays in higher educational institutions in relation to teaching and learning processes, and the advantages and disadvantages of its adoption and implemention.
698 citations
30 Jul 2010
TL;DR: Understanding Medical Education will prove an invaluable resource to those studying at certificate, diploma or masters level and a first ‘port-of-call’ for anyone engaged in medical education as an academic discipline.
Abstract: This accessible and timely reference is designed to meet the needs of all those working in medical education from undergraduate education through postgraduate training to continuing professional development. As well as providing practical guidance for clinicians, teachers and researchers, Understanding Medical Education will prove an invaluable resource to those studying at certificate, diploma or masters level and a first ‘port-of-call’ for anyone engaged in medical education as an academic discipline.
594 citations