Challenges of e-Mentoring Medical Students During the COVID-19 Pandemic

Simok, Anna Alicia; Pa, Mohamad Najib Mat; Rahim, Asma; Mohammad, Jamilah Al-Muhammady

doi:10.21315/eimj2021.13.4.9

Cited by 7 publications

(2 citation statements)

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“…Simok et al [ 41 ] addressed the challenges of online learning, stating that appropriate preparation, training, and preventive measures, were among them. They suggested that future research on e-mentoring platforms or modules to optimize their efficiency.…”

Section: Discussionmentioning

confidence: 99%

Exploring the factors that influence academic performance in Jordanian higher education institutions

Al-Okaily,

Magatef,

Al-Okaily

et al. 2024

Heliyon

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Section: Discussionmentioning

confidence: 99%

Exploring the factors that influence academic performance in Jordanian higher education institutions

Al-Okaily,

Magatef,

Al-Okaily

et al. 2024

Heliyon

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“…Studies have highlighted the well-being and needs of each party but have not yet looked at the interactions between students, teachers, and the environment/systems, although social connectedness is found to be one of the key factors affecting students’ well-being [ 12 ]. Simok et al (2021) argued that online interaction might hinder relationship building between students and teachers, some of which are caused by the speed and amount of information exchanged online [ 13 ]. Furthermore, these interactions might also be difficult to be monitored remotely [ 3–5 ].…”

Section: Introductionmentioning

confidence: 99%

Looking beyond the COVID-19 pandemic: the recalibration of student-teacher relationships in teaching and learning process

Soemantri,

Findyartini,

Mustika

et al. 2023

Medical Education Online

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Background Given the various novel educational approaches and online interactions following the pandemic, it is timely to identify lessons learned for post-pandemic student and teacher relationships within the ‘new normal’ teaching learning processes. This study aims to explore the dynamics and to what extent the disruption influences student-teacher relationships in teaching and learning process following the COVID-19 pandemic. Materials and Methods A qualitative descriptive approach was employed to explore individual reflections and perspectives from 28 medical teachers and 35 medical students from different institutions who participated in 10 focus groups. Data were analyzed thematically using steps for coding and theorization (SCAT) approach. The emerging themes were then further analyzed and regrouped into the relationship-centered leadership framework based on emotional intelligence. Results The identified themes described three elements representing student-teacher relationships in the teaching learning processes. The self as the center of the diagram consists of the co-existing role of the self as teachers and as students, which to some extent, is related to their personal and professional development, motivation, and struggles to maintain work-life balance. The middle layer represents the dynamic of student-teacher relationship, which showed that despite the increased number of teaching opportunities, the trust among teachers and students was compromised. These changes in the self and the dynamic relationship occurred in a broader and more complex medical education system, pictured as the outer layer. Thorough curriculum improvements, contents, and new skills were emphasized. Conclusions Our findings emphasized the need to recalibrate student-teacher relationships, taking into account the intrapersonal, interpersonal, and the system factors. The pandemic has reemphasized the aim of teachers’ roles, not only to nurture students’ competencies, but also to nurture meaningful interpersonal reciprocal relationships through responding towards both teachers’ and students’ needs as well as supporting both personal and professional development.

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A comparative analysis of COVID-19 pandemic effects on students’ academic performance in higher education sector

Magatef,

Abuhussein,

Ashour

et al. 2024

GKMC

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Purpose This study aims to focus on exploring the impact of the COVID-19 pandemic on the students’ academic performance in Jordanian higher education during the outbreak of the pandemic, evaluating the e-learning education and evaluating online education in practical lessons during the pandemic according to the university type, educational level, academic year and different specializations or faculty. Design/methodology/approach This study provides quantitative and qualitative analysis on the students’ e-learning performance during the pandemic. It presents the analysis of online learning preference of 424 questionnaires and 85 structured interviews with the university’s students and examines whether there is significant impact of the COVID-19 pandemic on their academic performance. Findings The findings of this study present evidence of students’ improvement in their academic performance and lend credence to the notion that organizational characteristics may play a role in the adaptation of emergency remote teaching. This was evident that more scientific-based faculties (engineering, pharmaceutical and medicine) faced more challenges during the pandemic, and it negatively influenced students’ performance. This was justifiable to the need for a more practical one-to-one interaction and integration. Originality/value The findings of this research present evidence of students’ improvement in their academic performance and lend credence to the notion that organizational characteristics may play a role in the adaptation of emergency remote teaching. This was evident that more scientific-based faculties (engineering, pharmaceutical and medicine) faced more challenges during the pandemic and it negatively influenced students’ performance. This was justifiable to the need for a more practical one-to-one interaction and integration.

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Challenges of e-Mentoring Medical Students During the COVID-19 Pandemic

Cited by 7 publications

References 0 publications

Exploring the factors that influence academic performance in Jordanian higher education institutions

Exploring the factors that influence academic performance in Jordanian higher education institutions

Looking beyond the COVID-19 pandemic: the recalibration of student-teacher relationships in teaching and learning process

A comparative analysis of COVID-19 pandemic effects on students’ academic performance in higher education sector

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