Dataset Information

Students and faculty perception of distance medical education outcomes in resource-constrained system during COVID-19 pandemic. A cross-sectional study.

ABSTRACT:

Introduction

The COVID-19 pandemic has imposed significant challenges on medical education worldwide, particularly in experience- and resource-limited regions of the world. Collaborative efforts of educators and academic institutions are necessary to facilitate the adaptation to the new educational reality. In this study, challenges and outcomes of a newly implemented distance education curriculum are examined to share findings and provide recommendations.

Methods

An alternative distance education curriculum with online resources and virtual lectures was developed and implemented in February 2020 at the Wasit University College of Medicine in Iraq. A post-implementation survey was developed for both faculty instructors and students to evaluate the program's effectiveness and perception. Results were compared between both groups. The study was approved by the University's Dean and exempted by the research committee for anonymity.

Results

A total of 636 students and 81 instructors were surveyed. Approximately 33% of students and 51% of instructors found online education equivalent or superior to traditional face-to-face teaching methods. Almost 69% of students and 51% of instructors reported increased difficulties with virtual learning, primarily due to challenges with the available technology, unreliable internet connectivity, as well as perceive fatigue when listening to online lectures.

Conclusions

Distance education provides a worthwhile alternative during the COVID-19 pandemic, including in regions of limited experience. Adequate preparation, good quality audio-visuals and Internet, and student engagement activities are recommended to improve the quality of education.

SUBMITTER: Tuma F

PROVIDER: S-EPMC7848719 | biostudies-literature | 2021 Feb

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Students and faculty perception of distance medical education outcomes in resource-constrained system during COVID-19 pandemic. A cross-sectional study.

Tuma Faiz F Nassar Aussama K AK Kamel Mohamed K MK Knowlton Lisa M LM Jawad Naseer Kadhim NK

Annals of medicine and surgery (2012) 20210125

<h4>Introduction</h4>The COVID-19 pandemic has imposed significant challenges on medical education worldwide, particularly in experience- and resource-limited regions of the world. Collaborative efforts of educators and academic institutions are necessary to facilitate the adaptation to the new educational reality. In this study, challenges and outcomes of a newly implemented distance education curriculum are examined to share findings and provide recommendations.<h4>Methods</h4>An alternative d ...[more]

PMID: 33552498

Similar Datasets

Project description:IntroductionIn the spot of the new emerging COVID-19 pandemic and its major impact worldwide on day-to-day activities many rules had to be changed in order to fight this pandemic. Lockdown started in Jordan and around the globe affecting several aspects of life including economy, education, entertainment, and government policies. Regarding education, the priority was to ensure the safety and progress of the educational process. Thus, new methods of teaching had to be applied using the online learning at Jordan University of Science and Technology (JUST), Faculty of Medicine. This study was done to assess (1) Class Experience (2) Students and Lecturers' Interaction (3) Online Learning Advantages & Disadvantages (4) Students' Preference.MethodsA cross sectional study was conducted Convenience sampling technique was used to collect the data from the participants using a survey composed of 18 questions on Google Forms platform. A link was sent to the undergraduate medical students at the Jordan University of Science & Technology via their e-learning accounts (n = 3700). The form was available from May 22nd, 2020 to May 30th, 2020 for 8 days long. Data analysis was done using SPSS V 23.Results2212 out of 3700 students responded, (55.8%) of them were in the basic years and (44.2%) of them were in the clinical years. (55.8%) of students started to take online lectures after 3 weeks. (45.7%) used the hybrid teaching method (asynchronous and synchronous), (31.4%) used live classes, and 22.8% recorded classes. Zoom was the most used platform. (48.7%) and (57%) of clinical students and basic students express their interaction as bad, while the others had good and excellent interaction. Maintaining social distance was the most advantage of online teaching, while poor technical setup and no direct contact were the most disadvantage, furthermore inability to have real clinical access was a significant problem for clinical students (p < .001). With reference to students' preferences 75% of students were not pleased with their experience and 42% of students prefer to integrate online learning with traditional learning.ConclusionMost medical students at JUST preferred the traditional face-to-face teaching method over the solo online teaching methods with recommendations to convert to a more integrated educational system. Also, a well-established infrastructure should be done in involving online teaching.

Project description:BackgroundAn increase in the demand for general practitioners is expected in many countries, but only a minority of medical students consider a career in general practice. More detailed and up-to-date knowledge about medical student's perception of general practice would be helpful for efforts to encourage medical students to consider a career in general practice.MethodsWe performed a cross-sectional single center survey among Dutch medical students to evaluate their perception of general practice at three different stages in their study: Ba1: first-year bachelor students; Ba3: third-year bachelor students; Ma3: third-year master students. The impact of different factors on their attitudes and perceptions was quantified. A multivariate logistic regression was performed with 'interest in general practice' as the outcome variable.ResultsThe median age for Ba1 was 18 (IQR: 18-19) and 71.5% were female, for Ba3 the median age was 20 (IQR: 20-21) and 70.6% were female and for Ma3 the median age was 25 years (IQR: 24-26) and 73.3% were female. On average, 31.2% of the respondents had a migration background. The mean response rate for this study was 77.1%. Of the participating Ba1 students (n = 340) only 22.4% considered working as a GP after medical school; for Ba3 students (n = 231) this percentage was 33.8%, and for Ma3 students (n = 210) it was significantly higher at 70.5%; in the final multivariate model this corresponded to an odds ratio (OR) of 4.3 (95%-CI:2.6-6.9) compared to Ba1 students. The strongest predictor in the final model was the opinion that general practice provides a pleasant working environment (OR 9.5; 95%-CI: 6.2-14.5).ConclusionThis study showed that multiple factors are significantly related to medical students' interest in general practice. Although students believed that general practice does not have a high status within the medical profession, they acknowledged the social importance and the pleasant working environment of general practice. Knowledge obtained in this study can be used when designing a medical curriculum or a general practice course.

Project description:BackgroundOver the past century, the medical educational model has been static with no significant improvement. Studies show that students are leaning towards a more active, dynamic, learner-centered education model that fits their needs and encourages them to be more responsible for their learning. Thus, we conducted this study to investigate Jordanian medical students' perceptions and attitudes towards the value of basic sciences in their clinical training.MethodologyThis was a cross-sectional study that utilized an online, self-administered questionnaire targeting medical students in their clinical years. The questionnaire comprises 5 domains targeting students' perceptions, attitudes, and suggestions of the medical educational system in general and basic sciences in specific.ResultsOverall, 578 medical students completed the survey with a male to female ratio of 0.7, and 56% of participants studied were studying at Mutah University, while 42% were at the University of Jordan. Approximately three-fourth (73.9%) of the students reported that basic medical sciences are critical to their development as physicians. Approximately, 82% believe that it is vital to integrate the clinical practice into basic science teaching. Besides, 82.4% of students agreed that faculty members' teaching style influences the educational content's delivery at the basic level. Moreover, 73% of students lean towards the inclusion of problem-based learning into their curriculums. On the other hand, 41.7% of students reject basic science questions in their written clinical exams.ConclusionOur study highlights the positive attitudes of Jordanian medical students towards basic medical sciences. It also demonstrates that students are more comfortable with an active and dynamic educational model that fits their needs and qualifications. Thus, we recommend a student-centered medical educational model trail to maximize learning and teaching efficiency and develop competent medical practitioners.

Project description:In self-directed learning environments, students must monitor and assess their learning progress themselves. Formative assessments play a central role as instructional tools to train students in these self-assessment skills. Key to the effectiveness of a formative assessment as a training instrument is the degree of student involvement in the design and implementation of the formative assessment used to train them. Five characteristics are essential to secure a sufficient level of student involvement: (1) congruence (i.e., the tasks of a formative assessment must reflect the instructional content), (2) authenticity (i.e., the tasks of a formative assessment should be related to students' background and study context), (3) consultation (i.e., students should have a say in how their answers are evaluated based on which criteria), (4) transparency (i.e., no "mystery items"-the wording of the items must clearly addresses the targeted content), and (5) accommodation (i.e., all students should have the same chance to complete the items of a formative assessment). These five characteristics of student involvement were used to evaluate the quality of formative assessments that are employed to train undergraduates in a medical school in self-assessment skills. Different from extant approaches that typically rely on instructors' judgments to infer the degree of student involvement, this study uses a paradigm in higher educational research asking students directly about their perceptions of an instructional tool. Thus, here, students had to rate their level of involvement in the design and implementation of the formative assessments used to train them. A total of 140 medical students participated in the study. Multivariate statistical methods were used to analyze the data. The majority of medical students appreciate the use of formative assessments to teach them self-directed learning skills; but the results also show that there is still room for increasing student involvement-especially, for minority students.

Project description:Coronavirus disease 2019 pandemic impacted across the globe disrupting all sectors including the higher education universities. Nursing institutions faced various challenges due to the pandemic restrictions, of which the abrupt shift of implementing the curriculum to online mode posed a major challenge to both the teachers and the students. To assess nursing students' perception of pandemic pedagogy and the challenges faced in online teaching-learning, this cross-sectional survey was conducted among 982 undergraduate nursing students from three Deemed to be University nursing institutions of Southern India. Institutional Ethics Committee approval (IEC 444/2020), permission from the heads of the institutions and study participant's consent was obtained. Data was collected using an online survey questionnaire which had three domains, including student-related (19 items), teacher-related(5 items), and physical learning environment-related factors (11 items). The reliability was established using Cronbach's Alpha (0.86). Explored the favouring, hindering factors and challenges faced during the emergency remote teaching with open-ended items. The overall mean score of perceptions on pandemic pedagogy was 89.03±10.03. Sixty-three percent of students had a total perception score above 87 which indicates that they preferred online learning during the pandemic whereas 45% preferred classroom learning. There was a significant difference in the total perception scores and the years of study( F (3, 978) = 4.96, p = 0.002). The factors favouring online learning were, an opportunity to view the recorded classes even after the live classes' (n=165), and 'more time to spend for learning activities' (n=152). Factors that hindered the learning or the challenges faced were poor network connectivity (n=451), and lack of opportunity for group study (n=326). Students favoured online learning during the pandemic; however, there were several challenges. The educational institutions need to prepare themselves to overcome this and focus on a blended learning curriculum.

Project description:PurposeThis study describes physician assistant students' perception toward online didactic education and highlights relationships between student characteristics and their preference for online learning.MethodsA previously validated survey questionnaire was administered online to physician assistant students enrolled in traditional, in-person training programs across the United States. The survey consisted of five Likert-scale statements measuring perceptions of online learning and was rated on a seven-point Likert scale. Students also reported their age, gender, history of taking an online course, and preferred learning style. Mean scores were reported for agreement with each Likert-scale statement; Pearson correlation coefficients, one-way ANOVA with post hoc Tukey tests, and independent samples t-tests were used to determine relationships between student characteristics and their preference for online learning.ResultsA total of 391 completed surveys met the inclusion criteria for the study and were used in data analysis. The average age of respondents was 25.98 years, 81.1% (n = 317) were female, 96.2%, (n = 376) reported taking an online course previously, and preferred learning styles were reported as 36.1% (n = 141) visual, 7.7% (n = 30) auditory, 15.6% (n = 61) reading/writing, and 40.7% (n = 159) kinesthetic. Nearly a quarter of respondents indicated they preferred online courses, particularly students with a preferred learning style of reading/writing. No relationships were observed between age, gender, or history of taking an online course and preference for online education.ConclusionMost physician assistant students prefer in-person learning. However, a substantial number prefer online learning, and a significant number of these students reported a preferred learning style of reading/writing. More research is necessary to give educational institutions the ability to make data-driven, student-centered program development decisions. However, data in this study indicate a need for continued development of online/hybrid physician assistant programs to better align with current student preferences.

Dataset Information

Students and faculty perception of distance medical education outcomes in resource-constrained system during COVID-19 pandemic. A cross-sectional study.

Introduction

Methods

Results

Conclusions

Publications

Students and faculty perception of distance medical education outcomes in resource-constrained system during COVID-19 pandemic. A cross-sectional study.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets