scholarly journals Evaluation of Virtual Reality Technology and Online Teaching System for Medical Students in Ukraine During COVID-19 Pandemic

2021 ◽  
Vol 16 (23) ◽  
pp. 127-139
Author(s):  
Yaroslav Volodymyrovych Tsekhmister ◽  
Tetiana Konovalova ◽  
Bogdan Yaroslavovych Tsekhmister ◽  
Amit Agrawal ◽  
Dipanjana Ghosh
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Online Learning ◽  
Medical Students ◽  
Time Management ◽  
Online Teaching ◽  
Digital Learning ◽  
Virtual Reality Technology ◽  
Teaching System ◽  
National Medical

A study has been conducted to evaluate the virtual reality technology and online teaching system among medical students of Bogomolets National Medical University, Ukraine during COVID-19 pandemic. The final questionnaire contained the 15 questions with 5 options to comprehensively evaluate the virtual reality technology and online teaching system. The feedback of the survey was analyzed to find effectiveness of virtual reality technology and online teaching in medical education in Ukraine. Data of survey reflected that mostly students adopted and agreed on virtual reality technology and online teaching and admitted that these technologies are best alternatives to physical learning with the 65.79% an agreement with the user-friendly interface for virtual reality and online teaching system, while, 64.03% showed an agreement that virtual reality and online teaching system compensated the suspension of face-to-face medical education during the COVID-19. During online learning, there was ample time for educational activities as depicted from their response of 36.84% as strongly agree, 35.96% as agree, 6.14% as disagree, 4.39% as strongly disagree and 16.67% as neither agree nor disagree. Tutors/teachers also enjoyed virtual reality and online learning through their experience and flexibility in time management. Likewise, the results of all questions showed positive reviews and encouraged virtual reality and online teaching in academic continuity and stability in medical education in Ukraine. It can be concluded that digital learning environments are extremely effective in terms of medical students and staff satisfaction, accomplishment, and technical learning skill growth.

scholarly journals How COVID-19 kick-started online learning in medical education—The DigiMed study

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257394
Author(s):  
Fabian Stoehr ◽  
Lukas Müller ◽  
Adrian Brady ◽  
Antoni Trilla ◽  
Aline Mähringer-Kunz ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Medical Schools ◽  
Scientific Basis ◽  
Cross Sectional ◽  
Web Based ◽  
Students Attitudes

Background The coronavirus disease 2019 (COVID-19) pandemic led to far-reaching restrictions of social and professional life, affecting societies all over the world. To contain the virus, medical schools had to restructure their curriculum by switching to online learning. However, only few medical schools had implemented such novel learning concepts. We aimed to evaluate students’ attitudes to online learning to provide a broad scientific basis to guide future development of medical education. Methods Overall, 3286 medical students from 12 different countries participated in this cross-sectional, web-based study investigating various aspects of online learning in medical education. On a 7-point Likert scale, participants rated the online learning situation during the pandemic at their medical schools, technical and social aspects, and the current and future role of online learning in medical education. Results The majority of medical schools managed the rapid switch to online learning (78%) and most students were satisfied with the quantity (67%) and quality (62%) of the courses. Online learning provided greater flexibility (84%) and led to unchanged or even higher attendance of courses (70%). Possible downsides included motivational problems (42%), insufficient possibilities for interaction with fellow students (67%) and thus the risk of social isolation (64%). The vast majority felt comfortable using the software solutions (80%). Most were convinced that medical education lags behind current capabilities regarding online learning (78%) and estimated the proportion of online learning before the pandemic at only 14%. In order to improve the current curriculum, they wish for a more balanced ratio with at least 40% of online teaching compared to on-site teaching. Conclusion This study demonstrates the positive attitude of medical students towards online learning. Furthermore, it reveals a considerable discrepancy between what students demand and what the curriculum offers. Thus, the COVID-19 pandemic might be the long-awaited catalyst for a new “online era” in medical education.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

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 Experience with forced transition to online learning during the COVID-19 pandemic: Students’ cognitive performance and their perceptions of teaching

2021 ◽  
Vol 6 (3) ◽  
pp. 45-55
Author(s):  
Nathalie Khoueiry Zgheib ◽  
Ahmed Ali ◽  
Ramzi Sabra
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Negative Impact ◽  
Mode Of Delivery ◽  
Advantages And Disadvantages ◽  
Survey Questions ◽  
Rapid Transition ◽  
Performance And Evaluation

Introduction: The forced transition to online learning due to the COVID-19 pandemic has impacted medical education significantly. Methods: In this paper, the authors compare the performance of Year 1 and 2 classes of medical students who took the same courses either online (2019-2020) or face-to-face (2018-2019), and compare their evaluation of these courses. The authors also present results of three survey questions delivered to current Year 1 medical students on the perceived advantages and disadvantages of online learning and suggestions for improvement. Results: Performance and evaluation scores of Year 1 and 2 classes was similar irrespective of the mode of delivery of the course in question. 30 current (2019-2020) Year 1 students responded to the survey questions with a response rate of 25.4%. Some of the cited disadvantages had to do with technical, infrastructural and faculty know-how and support. But the more challenging limitations had to do with the process of learning and what facilitates it, the students’ ability to self-regulate and to motivate themselves, the negative impact of isolation, loss of socialisation and interaction with peers and faculty, and the almost total lack of hands-on experiences. Conclusion: Rapid transition to online learning did not affect student knowledge acquisition negatively. As such, the sudden shift to online education might not be a totally negative development and can be harnessed to drive a more progressive medical education agenda. These results are particularly important considering the several disadvantages that the students cited in relation to the online delivery of the courses.

scholarly journals MEDICAL STUDENTS' FEEDBACK ON PARADIGM SHIFT TO ONLINE TEACHING DURING COVID-19 LOCKDOWN

2020 ◽  
pp. 1-2
Author(s):  
R. Ravi Sunder ◽  
I. Jyothi Padmaja ◽  
Neelima. P
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Teaching ◽  
Advanced Technology ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Teaching ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
First Year Medical Students

The temporary shutdown of educational institutes due to COVID -19 lockdown has led to the transformation of face to face classroom teaching to virtual online learning. The present study is aimed to evaluate the challenges faced by the first year medical students. After taking informed consent, a self administered questionnaire with 15 questions was given in google form. 148 students (62 boys, 86 girls) between the age group 17-23 years participated in the study. The answers were represented graphically. The results were analysed and compared with other studies. 84.3% students opined that they learnt the concepts better by hands on exposure than online teaching. Only 10.7% students replied that online tasks improve their self-discipline. 78.6% answered that the teacher was available when they needed help. 46% stated that the teacher’s feedback helped them in online learning. 40% accepted the need for online teaching to be combined with the traditional teaching, post COVID in their curriculum. The results were similar to the other studies when compared. Most of them experienced the technical glitches, connectivity issues, suspended video streaming etc. that interrupted their online learning. The present study concludes that the medical students prefer face to face traditional classroom teaching than online teaching amidst advanced technology.

scholarly journals Online Learning Using Google Classroom: Undergraduate Medical Students and Paediatric Residents Perspectives in the University of Port Harcourt, Nigeria

2020 ◽  
pp. 8-15
Author(s):  
I. E. Yarhere ◽  
I. O. Obuzor ◽  
E. Fomsi
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Pearson Correlation ◽  
Electric Energy ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
Port Harcourt ◽  
Internet Availability ◽  
Learning Platforms

Schools in Nigeria were shut down and lectures stopped altogether. The capacity of the Nigerian educational environment to carry out these online interactions may be stretched thin with many foreseeable challenges. Objectives: To identify the current familiarity and use of online classroom platforms by medical students and Paediatric residents, and to identify the barriers to its use for medical education. Methods: A descriptive comparative study design using a semi-structured online questionnaire Google survey of 128 medical students and residents in training in University of Port Harcourt Teaching Hospital assessing demographics, availability of tools for online learning and application. Results: Both groups had high familiarity, but low use, of Google classroom, and preferred mobile devices to laptops. There was high familiarity 90.6%, but low use 42.2%, of Google classroom and the ease of using Google classroom for interphasing or interacting between learners and facilitators was affected by Internet availability, Pearson correlation, 0.185, p = 0.037, but not electric power availability, Pearson correlation, 0.135, p = 0.133. Conclusions: There is an overall high awareness of a range of the Google classroom LMS platform by both medical students and residents. However, constant electric energy supply, availability of internet and competence in preparing multimedia presentations and uploading these for assessment may enhance the use of online learning platforms in Nigeria for undergraduate and post graduate medical education.

scholarly journals Capacities and Obstacles of Kuwait Medical Educational Sector in Transitioning Education System to Online Form: A Paradigm Shift

2021 ◽  
Vol 16 (12) ◽  
pp. 88
Author(s):  
Shafi AlDousari
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
E Mail ◽  
Online Form

Background: During this coronavirus outbreak, online teaching and learning have become highly common in medical education. The majority of students and professors have transitioned to this comparatively modern online learning model. While faculty members found the transition to online education to be overwhelming, they persevered. Aim: study aims to investigate the Kuwait Medical educational sector's capacities and obstacles in transitioning the education system to the online form. Method: This study used a close-ended survey questionnaire constructed on Google Forms and distributed to the participants via e-mail. The study used an online Google form for formulating the questionnaire survey, which was later sent to the participants via e-mail. Results: The results showed that most of the faculty members (53%) were satisfied with online learning. The most prominent difficulty emphasized by the faculty members (35%) was network vulnerability n online teaching. The majority of the faculty members (45%) agreed that transitioning to remote teaching is a big challenge and that there is inequality for different technology uses (56%). Conclusion: Online learning has been increasingly relevant in medical education in recent months. It has its own set of benefits for improving students' knowledge and skills, and it may be used as an instructional tool in medical school.

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