Behaviors and problems of a medical school students’ related to distance education in pandemic medical education in the pandemic process

Abstract

Introduction and Aim: In a medical school, to determine whether students have the necessary infrastructure for distance education, students’ access to educational materials, the concerns and expectations of students about the process. Methods: First, second, third, fourth and fifth-year students, continue through distance education in the pandemic process in Cumhuriyet University Medical School, were included in the study. 336 students volunteered to participate in this descriptive research. The data collection tool used in research was created by the researchers. The data collection tool created by the researchers consists of 24 questions that the descriptive variables of students, their study status and problems in distance education process. Results: Students’ 91.4% entered the university’s distance education module. 82.1% of them stated that they studied less than the old working program during this process. Participants’ 19.3% did not have a suitable study environment at home, 19.6% of them did not have a computer and 12.2% of them had an irregular internet connection. There were significant differences between the presence of a suitable environment for home study (p=0.001), the internet access status (p=0.004) and the frequency of study. The answers given by students to the question of their concerns/problems related to this process; concerns about the distance education module (not getting feedback, problems with material adequacy, etc.) (42.3%), the lack of training (39.0%), concerns about the exam (28.9%), decreased will to study (16.7%), fail the class/low grades (14.6%) were gathered in these main categories, respectively. Participants’ 76.5% felt the lack of occupational practice. 61.6% of them demanded the increase of multimedia items in the materials uploaded to the system. Conclusion: Depending on the pandemic, the duration of distance education process remains uncertain. In this process, especially in occupational practice-oriented faculty such as medical faculties, students have concerns related to these deficiencies. In addition, when planning distance education, faculties should consider students’ availability of having devices and internet access.

Pandemi Döneminde Tıp Fakültesi Öğrencilerinin Uzaktan Eğitime Karşı Tutumları ve İlişkili Faktörler

“…8 In a similar study conducted by Karagöz et alwith medical faculty students, 82.1% of the participants stated that they studied less than the old working order in the distance education process, while 7.1% of the students did not change and 10.7% more it was found to be studying. 9 Similarly, in the present study, 54.7% of the participants stated that the study time decreased. In another study conducted in Pakistan, 71.4% of the participants disagreed with the idea that online education is more motivating than face-to-face education.…”

COVID-19 Pandemisi: Uzaktan Eğitimin Sağlık Alanında Eğitim Gören Öğrenciler Üzerindeki Etkileri

“…In addition, strong systematic infrastructure increases the rates of following courses and affects satisfaction from distance education (25). In a study conducted y Karag z et al, it was concluded that multimedia elements should be increased in materials uploaded to distance education system, educational materials should be made more comprehensible and materials in the system should have a specific order (11). n one study, Saltür and Güng r emphasized the significance of removing prejudices towards distance education and being open to innovations.…”

“…In addition to the problems that occur with these technological tools, it is also possible for individuals to experience individual problems. Issues such as decrease in student motivation, decreased attention, anxiety, the fact that online education content does not allow applied courses, lack of communication and experiencing difficulty in understanding goals also pose obstacles to online education (11,12). However, since social distance may continue in the future, increasing the quality of online education is very important (2).…”

Covid-19 Sürecinde Diş Hekimliği Eğitimi: Etkisi, Gelişen Teknolojiler ve Eğilimler

“…In addition, they are worried about the decrease in the desire to study, how the educational results will be evaluated, and the decrease in their grades. 12,13,15 Although both clinical and preclinical students are afraid of infecting themselves and their environment with Covid 19 16 , the majority of students feel the lack of clinical practice and want to return to the clinical environment. 11,15,17 According to the common results of the publications in which students' interest in the e-learning method was investigated after the Covid 19 pandemic, students prefer the hybrid learning method, which combines classical learning and e-learning 7,9,14 and demand that multimedia elements be increased.…”

“…12,13,15 Although both clinical and preclinical students are afraid of infecting themselves and their environment with Covid 19 16 , the majority of students feel the lack of clinical practice and want to return to the clinical environment. 11,15,17 According to the common results of the publications in which students' interest in the e-learning method was investigated after the Covid 19 pandemic, students prefer the hybrid learning method, which combines classical learning and e-learning 7,9,14 and demand that multimedia elements be increased. 15 Students who think that clinical skills training has been negatively affected during the pandemic have self-confidence problems in starting an independent practice after graduation, so they want to take postgraduate courses in the future.…”