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

Wang, Cixiao; Xie, Ana; Wang, Weimin; Wu, Hongbin

doi:10.1136/bmjopen-2020-041886

Cited by 97 publications

(127 citation statements)

References 33 publications

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“…There was a statistically significant difference amongst all the parameters explored in this study to determine students' perception of online-classes verses face to face on-campus sessions in terms of effectiveness, concentration, attendance, learning outcome, the support from school mates and the faculty. Our results were similar to the studyconducted by Abbasi S, et al [15] .There were also negative perceptions reported regarding online teaching among Chinese medical students [16] . The perceptions of students of medical schools even in developed countries like the United Kingdom, regarding online teaching were negative [17] .…”

Section: Discussionsupporting

confidence: 91%

Students Perspective on Online Medical Education Durng Lockdown as a Result of Covid-19 Pandemic

Mehmood

Baig

et al. 2021

JUMDC

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ABSTRACT: Objective: In this study the perceptive of undergraduate medical students regarding e-learning were explored in the MBBS students across various medical colleges in Pakistan during COVID pandemic. Study type, settings and duration: It was descriptive study conducted as multisite survey in medical students of Pakistan. The study was conducted from 1st October to 30th October 2020. Methodology: A questionnaire was developed and disseminated via what’s app to MBBS students of medical institutes in Pakistan. The data was cleaned and study sample was selected from ten medical colleges with maximum response rates. The responses of 10 students from each professional year were selected randomly for even distribution of students in the MBBS course. Out of 500 students, 492 students’ replied with valid data. The percentages of the responses were calculated and data was analyzed graphically. Results: The mean age of respondents was 22± 2.1. 64.4% of respondents were female and 43.6% male. Only 5 % of total students were of the opinion that online teaching was good substitute for learning than face to face sessions. 43% students responded that ZOOM software was major platform used for e-learning during lockdown. Internet connectivity was the major hurdle in e-learning and health issues in family (27%) was major stress factor. 31% students responded that online classes were not effective and 29 % responded that they were about 25 % effective while 21% were of the opinion that these were 50% effective as compared to face to face campus learning. Conclusion: The perception of medical students regarding online teaching was not promising in our study. Most of the indicators were negative.

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Section: Discussionsupporting

confidence: 91%

Students Perspective on Online Medical Education Durng Lockdown as a Result of Covid-19 Pandemic

Mehmood

Baig

et al. 2021

JUMDC

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“…To achieve academic success, students need to be guided in developing self-regulated learning strategies, which include time management, metacognition, critical thinking, and effort regulation [42]. As students become more familiar with online learning modalities, they may be expected to adapt and have a more favorable perception towards online education [43].…”

Section: Discussionmentioning

confidence: 99%

Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines

Baticulon

Sy²,

Alberto³

et al. 2021

Med.Sci.Educ.

412

326

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Introduction In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. Methods The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple-choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. Results Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer. To access online resources, 79% had a postpaid internet subscription while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. Discussion Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-021-01231-z.

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“…29 Recent literature has also pointed to 30% of Chinese medical students had no prior learning experiences with most of the online learning modes and 64.97% were low satisfaction with the ongoing online education as the support and service of platforms to be insufficient. 30 In front of a sudden outbreak of the disease, however, might be too fast to create a proper online learning environment without a specific theoretical framework for meeting learning needs. 31 The Community of Inquiry framework (CoI) provides the basis for creating a learner-centered environment for online education, and the framework includes three core components that have been confirmed as considerable predictors of meeting students' learning experience and optimizing their academic performance in higher online medical education: teaching presence, social presence and cognitive presence.…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceived Stress Among Chinese Medical Students Engaging in Online Learning in Light of COVID-19

Wang¹,

Liu²,

Zhang³

et al. 2021

PRBM

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After a year of the COVID-19 pandemic, countries have repeatedly imposed strict quarantine regimes as the virus mutates and becomes more contagious. Medical undergraduate education has been disrupted and transformed into prolonged home isolation and online learning. Although studies have reported that the COVID-19 pandemic tends to increase perceived stress (PS) and affect the mental health of medical students, the influencing factors are unclear. Therefore, based on the stress process model, this study will comprehensively evaluate the distribution of stressors of medical students and explore the personal and environmental predictors of PS during the epidemic. Participants and Methods: An online survey was conducted among medical students (n=369) from three medical universities in western China who engaged in online learning. A stress process conceptual framework was formed to explore the influencing factors of PS. The survey items contained four sections: (a) the potential stressors derived from academic, psychosocial and health-related demands; coping resources such as (b) online learning environment support and (c) personal resilience, including online learning behavior and individual characteristics; and (d) PS, perception of imbalanced demands and coping resources. Results: The mean PS score was 17.39 (SD=4.58), and over four-fifths (82.3%) of the students had moderate to high levels of stress. The average item scores of academic, psychosocial and health-related stressors were 2.72 (SD=0.55), 2.31 (SD=0.55) and 2.07 (SD=0.50), respectively. Gender, grade, psychosocial stressors, health-related stressors, specific online learning behavior (persistence, attitude and flexibility), and the online learning environment (teaching, social and cognitive presence) were predictors of PS. Conclusion:Our results specify that a reduction in psychological and health-related stressor stimulation, specific online learning behavior promotion, and well-established online learning environment support could be considered essential for alleviating the negative impacts of COVID-19 on the psychosocial health of medical undergraduates.

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

Cited by 97 publications

References 33 publications

Students Perspective on Online Medical Education Durng Lockdown as a Result of Covid-19 Pandemic

Students Perspective on Online Medical Education Durng Lockdown as a Result of Covid-19 Pandemic

Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines

Perceived Stress Among Chinese Medical Students Engaging in Online Learning in Light of COVID-19

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