scholarly journals Association between medical students’ prior experiences and perceptions of formal online education developed in response to COVID-19: a cross-sectional study in China

BMJ Open ◽  
2020 ◽  
Vol 10 (10) ◽  
pp. e041886
Author(s):  
Cixiao Wang ◽  
A’na Xie ◽  
Weimin Wang ◽  
Hongbin Wu
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Medical Students ◽  
Online Education ◽  
Learning Experiences ◽  
Perceived Usefulness ◽  
Clinical Practices ◽  
Prior Learning ◽  
Learning Modes ◽  
The Impact

Objectives(1) Understanding the characteristics of online learning experiences of Chinese undergraduate medical students; (2) Investigating students’ perceptions of ongoing online education developed in response to COVID-19 and (3) Exploring how prior online learning experiences are associated with students’ perceptions.DesignStudents’ familiarity with online learning modes and corresponding perceived usefulness (PU) according to their previous experiences were investigated using an online survey. The survey also collected data on students’ perceptions through their evaluation of and satisfaction with current online learning.SettingIn response to the educational challenges created by COVID-19, medical schools in China have adopted formal online courses for students.ParticipantsThe questionnaire was sent to 225 329 students, of whom 52.38% (118 080/225 329) replied, with valid data available for 44.18% (99 559/225 329).MethodsPearson correlations and t-tests were used to examine the relationship between familiarity and PU. Multiple linear regression and logistic regression analyses were used to determine the impact of prior learning experiences and its interactions with gender, area, learning phase and academic performance on students’ perceptions.ResultsStudents’ PU had a significant positive correlation with their familiarity with online learning modes (p<0.01). Students’ evaluation of and satisfaction with their current online education were positively associated with their familiarity (β=0.46, 95% CI 0.45 to 0.48, p<0.01; OR 1.14, 95% CI 1.13 to 1.14, p<0.01) with and PU (β=3.11, 95% CI 2.92 to 3.30, p<0.01; OR 2.55, 95% CI 2.37 to 2.75, p<0.01) of online learning. Moreover, the higher the students’ learning phases, the lower the associations between PU and students’ evaluation of and satisfaction with ongoing online education.ConclusionsMedical students in China have experiences with various online learning modes. Prior learning experiences are positively associated with students’ evaluation of and satisfaction with current online education. Higher learning phases, in which clinical practices are crucial, and high academic performance led to lower evaluation and satisfaction scores.

scholarly journals The Impact of COVID-19 Pandemic on the Academic Performance of Veterinary Medical Students

2020 ◽  
Author(s):  
Mohamed Mahdy
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Medical Students ◽  
Online Education ◽  
Undergraduate Students ◽  
Medical Science ◽  
Cross Sectional ◽  
Main Challenge ◽  
The Impact ◽  
Veterinary Medical Students

The current cross-sectional study was carried out to analyze the impact of COVID-19 lockdown on the academic performance of veterinary medical students and researchers. An online google form questionnaire was used to invite veterinary students and researchers to answer the questionnaire. A total of 807 participants were from 86 different countries answered the questionnaire with an overall response rate of 94.1%. The participants were 50.1% males and 49.9% females. The age of participants ranged from 17 to 51 years, and the majority of them (85.0%) were undergraduate students while postgraduate students comprised 15.0%. The data showed that the COVID-19 pandemic lockdown affected the academic performance of most participants (96.5%) with varying degrees. The mean evaluation scores for the online education, in general, was 4.9&thinsp;&plusmn;&thinsp;2.4 while that for the practical parts was 3.7&plusmn;&thinsp;2.6. About 60.7% of participants evaluated the online learning in general with 1-5 of 10 points, while 77.9% of participants evaluated the online learning in practical lessons with 1-5 of 10 points. Although online education provides an opportunity for self-study. The main challenge online education faces in veterinary medical science is how to give practical lessons. Since most of the subjects are practical; therefore, it is not easy to learn it online. Students think that it is difficult to fulfill the veterinary competencies only with the online education system. Online education can be improved by making it more interactive, showing medical procedures in real situations, giving concise information, and providing 3D virtual tools to mimic the real situation.

scholarly journals The Impact of COVID-19 Pandemic on the Academic Performance of Veterinary Medical Students

2020 ◽  
Author(s):  
Mohamed Mahdy
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Online Education ◽  
Online Teaching ◽  
Medical Science ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Main Challenge ◽  
The Impact ◽  
Veterinary Medical Students

Many universities and colleges worldwide suspended classroom teaching due to the novel coronavirus pandemic and switched to online teaching. The current cross-sectional study was carried out to analyze the impact of lockdown due to coronavirus disease 2019 (COVID-19) pandemic on the academic performance of veterinary medical students and researchers. Veterinary medical students and researchers were invited to answer an online google form questionnaire. A total of 1398 participants were from 92 different countries answered the questionnaire with response rate of 94.52%. The data showed that COVID-19 pandemic lockdown affected the academic performance of most participants (96.7%) with varying degrees. The mean evaluation scores for the online education in general was 5.06&thinsp;&plusmn;&thinsp;2.43 while that for the practical parts was 3.62&plusmn;&thinsp;2.56. Although online education provides an opportunity for self-study. The main challenge online education faces in veterinary medical science is how to give practical lessons. Since most of the subjects are practical; therefore, it is not easy to learn it online. Students think that it is difficult to fulfill the veterinary competencies only with online education system. Online education can be improved by making it more interactive, showing medical procedures in real situations, giving concise information, and providing 3D virtual tools to mimic the real situation.

scholarly journals Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Li Li ◽  
Hongbin Wu ◽  
A’na Xie ◽  
Xiaoyang Ye ◽  
Cheng Liu ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Early Stage ◽  
Learning Experience ◽  
Perceived Usefulness ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate ◽  
Nationally Representative

Abstract Background During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. And there is a lack of empirical evidence of effective medical education curriculum that has been completely implemented in an online format. This study summarizes medical students’ perspectives regarding online-learning experience during the COVID-19 outbreak and presents reflection on medical education. Methods From February 21st to March 14th, 2020, the authors conducted survey of a nationally representative sample of undergraduate medical students from 90 medical schools in China. Participant demographics and responses were tabulated, and independent sample t-tests as well as multiple logistic regression models were used to assess the associations of demographic characteristics, prior online learning experience, and orientation with students’ perspectives on the online learning experience. Results Among 118,030 medical students participated in the survey (response rate 52.4%), 99,559 provided valid data for the analysis. The sample is fairly nationally representative. 65.7% (65,389/99,559) supported great orientation and 62.1% (61,818/99,559) reported that they were satisfied with the ongoing online-learning experience. The most common problem students would encounter was the network congestion (76,277/99,559; 76.6%). Demographics, learning phases, and academic performance were associated with online-learning engagement and perceptions. Formal orientation and prior PU (perceived usefulness of online learning) were significantly positively associated with the satisfaction and evaluation of the online learning experience (p <  0.001). Conclusions Data from this national survey indicates a relatively positive role of online learning as a formal teaching/learning approach in medical education. Considerations should be made regarding such application in aspects of students’ different learning phases. We suggest that further policy interventions should be taken from technological, organizational, environmental, as well as individual aspects, to help improve the outcome of online learning for future doctors.

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

2021 ◽  
Vol 65 (1) ◽  
pp. 767-770
Author(s):  
Nancy J. Stone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Online Survey ◽  
Campus Housing ◽  
Learning Success ◽  
Time Required ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

Using Web-Based Technologies for Transformative Hybrid Distance Education

2011 ◽  
pp. 37-55 ◽  
Author(s):  
Nory Jones ◽  
Gloria Vollmers
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Real World ◽  
Learning Experiences ◽  
Shared Vision ◽  
Lessons Learned ◽  
Web Based ◽  
Perceived Need ◽  
Hybrid Distance

This paper shares the experiences and lessons learned from an experimental graduate class using web-based technologies that resulted in the development of a state-wide entrepreneurship knowledge portal. Research suggests that real-world relevant projects greatly enhance online learning experiences. Our class experience supports that model, demonstrating the power of a shared vision and perceived need for the entrepreneurship portal. This paper also explores emerging web-based technologies, issues and challenges associated with teaching a complex course using web-based technologies and trends in online education.

scholarly journals Investigating Users’ Continued Usage Intentions of Online Learning Applications

Information ◽  
2019 ◽  
Vol 10 (6) ◽  
pp. 198 ◽  
Author(s):  
Zhi Ji ◽  
Zhenhua Yang ◽  
Jianguo Liu ◽  
Changrui Yu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Research Field ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Acceptance Model ◽  
Facilitating Conditions

Understanding users’ continued usage intentions for online learning applications is significant for online education. In this paper, we explore a scale to measure users’ usage intentions of online learning applications and empirically investigate the factors that influence users’ continued usage intentions of online learning applications based on 275 participant data. Using the extended Technology Acceptance Model (TAM) and the Structural Equation Modelling (SEM), the results show that males or users off campus are more likely to use online learning applications; that system characteristics (SC), social influence (SI), and perceived ease of use (PEOU) positively affect the perceived usefulness (PU), with coefficients of 0.74, 0.23, and 0.04, which imply that SC is the most significant to the PU of online learning applications; that facilitating conditions (FC) and individual differences (ID) positively affect the PEOU, with coefficients of 0.72 and 0.37, which suggest that FC is more important to the PEOU of online learning applications; and that both PEOU and PU positively affect the behavioral intention (BI), with coefficients of 0.83 and 0.51, which indicate that PEOU is more influential than PU to users’ continued usage intentions of online learning applications. In particular, the output quality, perceived enjoyment, and objective usability are critical to the users’ continued usage intentions of online learning applications. This study contributes to the technology acceptance research field with a fast growing market named online learning applications. Our methods and results would benefit both academics and managers with useful suggestions for research directions and user-centered strategies for the design of online learning applications.

scholarly journals Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e12061
Author(s):  
Sarfraz Aslam ◽  
Huma Akram ◽  
Atif Saleem ◽  
BaoHui Zhang
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Education ◽  
Online Teaching ◽  
Clinical Skills ◽  
International Medical ◽  
Clinical Practices ◽  
Internet Connection ◽  
Validated Questionnaire ◽  
Medical Institutions

Introduction . The COVID-19 pandemic has forced the world to pause. One hundred and eighty-eight countries have imposed countrywide school closures, affecting more than 1.5 billion children and youths. The majority of academic leaders are currently encouraging online education to resolve this crisis. This study aimed to investigate international medical students’ (IMS) experiences of online teaching during the COVID-19 pandemic. Methods Data were collected online using a validated questionnaire and one open-ended question, presented on the Google forms platform. The study attracted responses from 1,107 IMS volunteer participants. IBM SPSS v. 25, GraphPad Prism v. 9, and MindManager v. 2018 were used for data analysis. All variables were subjected to descriptive statistical analysis. The Mann–Whitney U test was used in subgroup analysis and the Kruskal-Wallis test was also applied for year-wise comparisons. Open-ended text responses were analyzed qualitatively, extracting themes by which responses were classified. Results Among 1,107 respondents, a total of 67.8% were males, and the majority (63.1%) of the IMS were in the age group of 21–23 years. The results show that more than half of the respondents reported their Internet connection quality as poor to average. Poor Internet connection severely affected IMS online learning experience. Persistent and recurrent issues with Internet access became a significant concern for IMS. Lack of electricity is one of the factors that can contribute to poor learning output and dissatisfaction with online teaching. IMS perceive online medical education as unhelpful in several phases of the training, such as improving their clinical skills, knowledge, and discussion skills. Conclusions During these unprecedented periods, online teaching has allowed medical education to continue. However, IMS are generally dissatisfied with online teaching. Medical students must visualize the human body, so supportive technologies are important to compensate for the lack of clinical practices. Medical institutions may need to invest in faculty training programs and continually adjust to enhance the content of online training and international partnerships. A switch from conventional face-to-face teaching to a fully functional virtual education framework in the medical education field will take time and experience.

scholarly journals The learning experiences and outcomes of medical students in a longitudinal integrated clerkship and traditional block rotations in Taiwan: a comparative and qualitative study

2020 ◽  
Author(s):  
Yaw-Wen Chang ◽  
Wen-Hui Fang ◽  
Wen-Chii Tzeng ◽  
Pauling Chu ◽  
Senyeong Kao
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Quantitative Methods ◽  
Clinical Performance ◽  
Learning Experience ◽  
Learning Experiences ◽  
Block Rotation ◽  
Structured Interviews ◽  
Qualitative And Quantitative Methods ◽  
Tertiary Teaching

Abstract Background An increasing number of medical schools worldwide are implementing longitudinal integrated clerkships (LICs), but few schools in East Asia have done the same. The study explored and compared learning experiences and academic performances of LIC and traditional block rotation (TBR) students at a metropolitan tertiary teaching hospital in Taiwan.Methods This study employed qualitative and quantitative methods. We used semi-structured interviews to explore the learning experience of the medical students in their fifth-year clerkship and analyzed the data with a general inductive approach. We also compared the students’ academic performance, including the scores of their clinical performance, medical record writing, written tests, and the objective structured clinical exam.Results There were 12 LIC and 14 TBR students who participated in interviews. We identified four major themes in their learning experiences. (1) Clinical learning: the importance of active learning, the difference between textbook knowledge and clinical practice, and opportunistic (TBR) versus contextual (LIC) learning. (2) With patients: companionship with patients (TBR and LIC) and bridging the gap between physicians and patients (LIC). (3) With preceptors: apprenticeship (for LIC) and difficulty communicating with preceptors (for TBR). (4) Doctor-patient relationship: interaction and communication. Comparing the learning outcomes, the LIC students scored higher on preceptor-rated assessments, and both groups exhibited comparable performance on written tests and the objective structured clinical examination.Conclusion Although students’ learning experience differed in some respects according to their curricula, they had a comparable academic performance.

scholarly journals Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

2021 ◽  
Vol 11 (10) ◽  
pp. 633
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Urban Design ◽  
Digital Technology ◽  
Design Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Blended Online Learning ◽  
The Impact

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

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