Assessing online learning readiness and perceived stress among first year medical students during COVID-19 pandemic: a multi-country study

Majumder, Anwarul Azim; Ojeh, Nkemcho; Campbell, Michael H.; Adams, O Peter; Sa, Bidyadhar; Khan, Katija; Pierre, Russell; Trotman-Edwards, Helen

doi:10.36834/cmej.71609

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…Smart campuses should have a clear policy to integrate online learning in the curriculum with adequate technology support which was also recommended by the students. Medical educators and policymakers should also take necessary measures to improve the quality of online learning and assessment as the use of emergent technology is likely to continue as an indispensable component of post-COVID medical education (Majumder et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Smartphones and Educational Apps Use Among Medical Students of a Smart University Campus

et al. 2021

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Background: Smartphones and medical education apps are popular with and are widely used by medical students to facilitate peer interactions, communication and collaboration in addition to their “learn anywhere” advantage. Smartphone use by medical students has not been studied in the English-speaking Caribbean. Study objectives were to assess in preclinical students attending the University of the West Indies in Barbados, smartphone ownership, usage and attitudes toward use in medical education.Methods: First and second year preclinical medical students completed a self-administered paper-based questionnaire during the 2018–2019 academic year. Survey questions included sections on smartphone ownership, medical apps used, phone usage for education related tasks, and the perception on the usefulness of smartphones in medical education.Results: Of 112 participants (response rate 67.4%), 43% considered using the smartphone for medical education when acquiring it but 92% were currently using it for this purpose, with 80.3% (p < 0.01) specifically using it for learning anatomy. The majority of the students felt that the use of smartphones would improve their educational experiences (89.1%) (p < 0.01), be beneficial to medical faculty for teaching (84.8%) (p < 0.01), and could be more effectively used in medical education (50.9%) (p < 0.01). For information resources students used Medscape (67.9%) and Mayo Clinic (57.1%) and the most frequently used search engine was Google (95.5%). Most students (67.9%) used medical apps and 79.5% would buy more useful apps provided they were affordable. The popular apps were: ‘Teach me Anatomy’ (11.9%), ‘UpToDate’ (10.3%) and ‘Medscape’ (8.8%). Most students (66.1%) felt a Smart Campus should ensure e-learning platforms were compatible with smartphones and university policies regarding smartphone usage for academic purposes were needed.Conclusion: Findings show that smartphones and related medical education apps are widely used by medical students and improve their educational experiences. Universities should develop a policy regarding smartphone usage for academic purposes.

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Section: Discussionmentioning

confidence: 99%

Smartphones and Educational Apps Use Among Medical Students of a Smart University Campus

et al. 2021

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“… 1 , 2 This disruption has not only affected delivery of clinical curricula but also resulted in social and economic stressors which may impede learning. 3 , 4 Most medical schools had already implemented some degree of online learning and assessment in basic sciences prior to COVID-19, and even more classes moved to a virtual platform during the pandemic. 2 , 5 , 6 However, there are debates regarding the effectiveness of virtual clinical education in hospital settings.…”

Section: Introductionmentioning

confidence: 99%

Student Satisfaction and Self-Efficacy in a Novel Online Clinical Clerkship Curriculum Delivered During the COVID-19 Pandemic

Lashley¹,

Sobers²,

Campbell³

et al. 2022

AMEP

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Purpose The COVID-19 pandemic has caused significant disruption to medical education and clinical training and resulted in stressors that impede student learning. This study aimed to assess student satisfaction and self-efficacy in a novel online clinical clerkship curriculum delivered during the COVID-19 pandemic. Methods Fourth- and fifth-year medical students completed an online survey in January 2021 covering the following areas: student satisfaction, self-efficacy, and perceived effectiveness of online versus face-to-face learning. Results Just over half of students (51%) were satisfied with online clerkship delivery. However, fewer than half of students (46%) believed online learning effectively increased their knowledge, compared to 56% of students who believed face-to-face learning was effective. The perception of the effectiveness of online learning and face-to-face teaching for clinical skills was 18% and 89%, respectively (p < 0.0001). Few students perceived online teaching to be effective for developing social competencies (27%) compared to face-to-face instruction (67%) (p < 0.001). In addition, mean self-efficacy scores were higher for persons who perceived online teaching to be effective for increasing knowledge, improving clinical skills, and developing social competencies. Overall, students’ perception of online learning was strongly associated with online self-efficacy. Conclusion Student satisfaction and perceived self-efficacy in online learning were higher than reported acceptance of online clerkship curriculum.

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Assessing online learning readiness and perceived stress among first year medical students during COVID-19 pandemic: a multi-country study

Cited by 2 publications

References 16 publications

Smartphones and Educational Apps Use Among Medical Students of a Smart University Campus

Smartphones and Educational Apps Use Among Medical Students of a Smart University Campus

Student Satisfaction and Self-Efficacy in a Novel Online Clinical Clerkship Curriculum Delivered During the COVID-19 Pandemic

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