Medical students’ views on the distance education practices of the neuroanatomy course during the pandemic (original) (raw)
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Investigation of Students’ Opinions on Distance Neuroanatomy Education during the Pandemic
International Journal of Academic Medicine and Pharmacy, 2021
The coronavirus disease 2019 (COVID-19) outbreak has had an impact on many areas, including education. In order to prevent the spread of the virus, face-to-face education has been replaced by distance education. Although distance education provides students with positive effects such as flexibility, there are also negative effects. Especially in neuroanatomy education, online learning is thought to be insufficient to understand three-dimensional and complex structures. Physiotherapy and Rehabilitation (PMR) students' views on neuroanatomy courses during the distance education process were investigated. In this study, the attitude levels of PMR students were analyzed using the "Attitude Scale towards Distance Education" questionnaire. In the survey, in which Turkish and foreign PMR students (n=91) participated, neuroanatomy course hours were sufficient for the students. In addition, the students stated that learning neuroanatomy with the distance education method can make an important contribution to their profession. Providing educational materials to us in advance, and practice exams before midterm and final exams made it easier for students to learn neuroanatomy. In addition, it was determined that those who took the course for the first time were more successful than those who took the course for the second time. As a result, although the sudden transition to distance education models due to COVID-19 has created various challenges, it has allowed the traditional education system to be reconsidered and adapted to new practices to improve educational experiences. In this context, feedback from student surveys is of great importance in terms of improving the education model.
Perception of distance learning among undergraduate medical students during COVID-19 pandemic
Journal of Education and Learning (EduLearn), 2023
In response to the newly emerging coronavirus disease or COVID-19 pandemic and its profound consequences on the world, many changes have been made to medical education. It includes teaching and learning methods that ensure the educational process’s success. The Andalas University Faculty of Medicine, Indonesia had to implement new online teaching strategies. This study examined how medical students perceived online education during the COVID-19 outbreak. The study is cross-sectional, employed online questionnaires. The response was that most students prefer face-to-face learning in practicum and clinical skills, which require hands-on methods to improve student skills. Half the students were satisfied, and several were neutral about distance learning. The student who agrees that the lecturer is active and has the expertise and knowledge for the class is more satisfied with distance learning (p<0.001). The student who agrees about the platform quality, understandable learning guide, and facility from faculty has a higher level of satisfaction with distance learning (p<0.001). This study concluded that a medical student at the Andalas University Faculty of Medicine was mainly satisfied with the institution’s response to the pandemic. However, medical faculty must evaluate and improve the quality of education in online learning.
Universal Journal of Educational Research, 2020
Globally, the consequences of the COVID-19 pandemic have influenced learning systems in all types of educational institutions. During the lockdown instituted to prevent viral transmission in Saudi Arabia, it was decided to utilize digital platforms as an alternative mode of delivery of educational material. The transition to e-learning has many challenges. Anatomy is a foundation science which traditionally necessitates practical teaching sessions in the dissection laboratory for effective information delivery. Transferring to an e-learning format was not straightforward for either the educators or students. The aims of this study was to find out medical and paramedical trainees' perspectives in relation to receiving an anatomy teaching programme in an e-learning environment during the lockdown period necessitated by the coronavirus outbreak. Medical and paramedical students at Najran University who participated in digital anatomy programmes during lockdown were surveyed through use of an online questionnaire. Quantitative cross sectional analysis was performed. The results showed that scholars rapidly became proficient in using online tools. Approximately half of the students were sufficiently self-disciplined to interact successfully with the digital system. Forty percent stated that they would be willing to continue using online resources going forwards. Digital learning platforms could offer both pedagogues and students benefits and potential difficulties. A significant proportion of scholars reported that e-learning offered an opportunity of self-motivated and self-sufficient learning experiences, and that interaction with educators and peers was facilitated. Also, it was generally felt that digital visual components were not an adequate replacement for the dissection laboratory.
International Journal Of Community Medicine And Public Health
Background: Medical faculties in Indonesia also affected by COVID-19 pandemic, including the faculty of medicine, Universitas Kristen Indonesia. To some extent, faculty administrator had to improvisize in order to make adjustment, from the formerly class based lecture in to modified long distance/online lecture. This study aimed to measure the impact of COVID-19 on the medical education by asking the student’s perception on the practice of long distance learning delivered during this pandemi.Methods: The study held in Jakarta, Indonesia from the 1st until 3rd week of May 2020, after previously being approved by the faculty ethical committe. This is a simple survey based cross sectional study design using electronic questionairre which was arranged based on the result of previously conducted small focus group discussion and in-depth interview carried out on a number of selected students and lecturers. Questionairre made on Google Forms™, then carefully being evaluated for its validit...
Italian Journal of Anatomy and Embryology
On March 9, 2020 attendance classes in Italian universities were suspended due to Covid-19 Pandemic. Thanks to the fast actions put in place by Sapienza University Governance and to the efforts made by all components of the university, the face-to-face courses were turned into on-line courses in only one week. This sudden change has been an even more exciting challenge for the Faculties of Medicine, whose members were also involved in the frontline battle against the virus. Anatomy academics, recognizing the challenges as opportunities to innovate anatomy teaching, set up at the same time: a specific survey to investigate students’ perspective on educational preferences and their mood; a longitudinal quantitative study to compare, for the first time in the same student’s population, exam grades after face-to-face classes and after online classes. The students, although with different motivations, considered valid both modes of attendance. Exam grades statistical analysis showed that...
Surgical and Radiologic Anatomy, 2022
Purpose This study aimed to investigate the students' opinions about the distance anatomy education given in our faculty at the COVID-19 pandemic and present our department's experiences. Methods An online questionnaire designed for medical faculty students. The questionnaire was applied to 355 volunteer medical faculty students. The questionnaire consisted of demographics, five-point Likert items, and open-ended questions. The questionnaire was applied between August and September 2020. Distance anatomy education activities were evaluated during March and July 2020. Results Results showed face-to-face theoretical anatomy education was found to be more effective than distance anatomy education conducted with recorded lecture videos. Even though the positive aspects of distance anatomy education stand out in topics, such as time management, it has been stated that cadaver and laboratory education has been disrupted. Most of the students agreed that they spent more time on supplementary resources during distance anatomy education. Conclusion The COVID-19 pandemic has provided an unexpected experimental environment. The demand for a blended method, which consists of distance (supported by video recordings) theoretical anatomy education and face-to-face practical anatomy education for the post-pandemic period comes to the fore. Distance anatomy education brings some problems with it due to its nature, and it is essential to seek unique solutions to them. Evaluating the perceptions of the parties will play an essential role in solving the problems of distance anatomy education and in the formation of future anatomy education styles.
Advances in Medical Education and Practice, 2022
The COVID-19 pandemic resulted in a sudden shift from face-to-face to distance learning. We explored medical students' views of online learning during this pandemic at the Arabian Gulf University in Bahrain. Methods: This was a cross-sectional study of students in years two, three and four (n= 559) using an electronic questionnaire. Data were collected from April 10 to May 5, 2021. The survey included three domains: behavioral, affective, and cognitive. We also analyzed the association between students' perceptions and certain demographic and institutional factors. Results: The number of respondents was 311 (response rate: 55.6%; 27.7% males, 72.3% females). Participants were generally satisfied with distance learning (54.6%), although they had less motivation (46.3%) and required more effort (32.2%). Most students preferred distance learning for theoretical parts, and face-to-face approach for practical components (73.3%). Participants reported that distance learning, improved interaction with instructors and classmates (45.6% and 48.9%, respectively), small group learning (47.6%), independent learning (75.3%) and problem-solving skills (44.7%). The students were comfortable with online assessment (60.1%), and reported improved achievement in written (42.1%) and practical examinations (46%), but not in professional skills grades (21.6%). There was no association between students' perceptions and gender (p= 0.079), year of study (p= 0.28) or attendance of live or recorded sessions (p= 0.904), but there was a positive association with the availability of WiFi (p< 0.01) and attendance of college-organized activities (p< 0.0001). Conclusion: Distance learning was successfully implemented during the COVID-19 pandemic. Students were generally satisfied with distance learning and online assessment, but they had concerns about the clinical skills learning. After the pandemic is over, theoretical components of the curriculum can be delivered using distance learning, whereas hands on elements should be offered face-to-face. However, those curricular reforms will likely need investing in the information technology infrastructure.
European medical students’ attitudes on distance learning during COVID-19 pandemic [Version 2]
MedEdPublish, 2021
All references rechecked and updated according to the new version text 2-Questinary is added as a supplementary file 3-Detailed explanation added to the questionary (how it is created etc.) 4-Figures details updated (title, explanations, etc.) 5-The response rates added and results percentages' written as 2 decimal places 6-Figure-3 is changed, and a new explanation added 7-Limitations part added to article 8-Some explanations added to platform design and teaching environment parameters 9-The discussion section updated. Unrelated new findings were deleted from this section. 10-Conclusion section updated according to reviewer suggestions
Qanun Medika - Medical Journal Faculty of Medicine Muhammadiyah Surabaya
Background: Medical education throughout the world has experienced major changes as a consequence of the presence of the COVID-19 pandemic. The Government of Indonesia has instructed physical distancing so that teaching and learning activities, including in the Faculty of Medicine, must be carried out at home with online methods to reduce the risk of COVID distribution. Objective: to explore undergraduate medical students’ perspectives towards distance learning during early COVID 19 pandemic at Muhammadiyah Surabaya University - Faculty of Medicine (MSU-FM), Indonesia. Methods: a qualitative study of students’ online survey responses had been done. Thematic analysis based on Unified Theory of Acceptance and Usage of Technolgy (UTAUT) constructs was done to ecplore students’ perspectives. Results: Students have a positive perspective related to performance expectancy of distance learning. This factor have been perceived as factor that support the behavior of the use of distance learn...
Medical journal of the Islamic Republic of Iran, 2023
Background: The COVID-19 pandemic affected educational institutions and caused the transfer to distance learning. The study aimed to assess medical students' satisfaction with synchronous distance learning (SDL) during the pandemic and predict their choice of it in the future. Methods: A cross-sectional study was conducted among undergraduate medical students at the Al-Farabi Kazakh National University in July 2021. An online questionnaire was used to collect data on demographic and educational characteristics, satisfaction, and perspective on the future choice of SDL. IBM SPSS Statistics, version 26, was used to analyze the qualitative data on descriptive and inferential statistics. Results: Students' satisfaction and future choice of SDL were 43.2% and 20.2%, respectively. Regression analysis revealed the significance of SDL predictors with a direct relationship in the case of gender and academic performance and predictors with an inverse relationship in the case of residency, student life satisfaction, and SDL with student satisfaction. In the predictive model, student satisfaction and probability of future choice of SDL over traditional learning were 59.5% and 43.5%, respectively; over hybrid learning, it was 20.2% of students. Conclusion: The research findings suggested that slightly less than half of the respondent medical students were satisfied by distance learning during the COVID-19 pandemic when their satisfaction probability was significantly higher in the predictive model. The predictive model of perspective of choice of distance learning did not show statistically significant results compared with traditional and hybrid learning.