E-learning in health professions education during the COVID-19 pandemic: a systematic review

Naciri, Aziz; Radid, Mohamed; Kharbach, Ahmed; Chemsi, Ghizlane

doi:10.3352/jeehp.2021.18.27

Cited by 135 publications

(120 citation statements)

References 42 publications

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“…Each lecture consists of two teaching hours (40 min each). (1) In pre-class self-study, students were required to read relevant chapters in the textbook and watch relevant videos on Chinese University MOOC platform. Meanwhile, the relevant PPT prepared previously by teachers and questions selected from the test database of Chinese Medical education were recommended by teachers to be used as Supplementary Materials.…”

Section: Teaching Planmentioning

confidence: 99%

Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning

Wang

Zhou

et al. 2022

Front. Public Health

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Blended learning is a learning approach that combines face-to-face classroom lectures and e-learning. It has grown rapidly to be commonly used in medical institutions, especially in the local medical universities where there is lack of qualified teachers and instructional materials. Massive open online courses (MOOCs) are the latest revolution in e-learning and provides learners with access to quality educational resources. Nevertheless, there is seldom reports concerning how to effectively integrate MOOCs into blended learning in local universities, as well as the evaluation of knowledge outcomes. In order to achieve this aim, a blended learning approach was carried out in teaching pathophysiology in Guilin Medical University. This blended learning model was based on combination of Chinese University MOOC with case based learning (CBL), as an alternative to conventional learning. The medical students in the 2017 and 2018 classes received the blended learning method, while the medical students in the 2015 class received the traditional classroom instruction. The results showed that students in the 2017 and 2018 performed significantly better than students in the 2015 class at mid-term exam and the final exam. Perception surveys also revealed that both students and teachers had positive attitude toward blended learning, and they shared similar viewpoints of blended learning. A large proportion of students and teachers believed that the blended learning enhanced students' motivation to learn independently, improved their time management skills, and allowed them to experience personalized learning. Also, most students and teachers recognized that Chinese University MOOC provided substantial educational resources suitable for their need. In addition, teachers indicated that the blended learning improved student learning quality, facilitated interaction between teachers and students, and helped them to establish a student-centered model in teaching pathophysiology. Overall, the blended learning method that combines Chinese University MOOC with CBL is effective in enhancing students' achievement and motivation in pathophysiology than the traditional learning method, and helps to strengthen the cultivation of talent in local medical universities.

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Section: Teaching Planmentioning

confidence: 99%

Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning

Wang

Zhou

et al. 2022

Front. Public Health

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“…Lockdowns and confinements required diverse transitions/adaptations from in-person classes to online activities/classes, such as theoretical or experiential training, students' assessments, extracurricular activities, or student support [1]. Health courses were not an exception, regarding the adoption of new online curricular formats [2,3]. Usually, both synchronous and asynchronous components were adopted in e-learning classes [3].…”

Section: Introductionmentioning

confidence: 99%

“…Globally, diverse limitations were identified regarding medical and pharmacy online education, such as lack of equipment, the high costs of Internet bundles, or difficulties in providing practical and clinical teaching. The adoption of e-learning was difficult in some countries due to a lack of internet access, such as Africa, where internet coverage is limited [2,3,6].…”

Section: Introductionmentioning

confidence: 99%

“…Diverse studies state that e-learning may become the new norm in the future [13,14]. In general, health students from medicine and dentistry, nursing and health science showed a positive opinion about e-learning regarding their perceptions, acceptance, motivation, and engagement [2]. For instance, 56% of pharmacy students declared that they preferred the online delivery of courses over in-person classes in a study, which was carried before the COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…However, diverse methodological issues were identified in the design of studies on the evaluation of health students' perceptions during the COVID-19 pandemic, such as the use of heterogeneous measurement instruments, the lack of a certainty assessment, and/or the lack of quality in the design of studies or uncertain reporting. These constraints may lead to limitations in the interpretation of study findings [2,3]. The lack of evidence of health students' motivation and/or engagement with e-learning during the COVID-19 pandemic were other identified gaps [2].…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review

Pires

2022

Pharmacy

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Background: E-learning strategies were globally adopted by academies because of the COVID-19 pandemic. The characterization of students’ perception of online learning is fundamental to design appropriate models for pharmacy curricula. The study aim was to carry out a systematic review about the perception of pharmacy students on the e-learning strategies adopted during the COVID-19 pandemic. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist was followed. PICOS criteria were applied. Five databases were screened: PubMed, Cochrane Library, DOAJ—Directory of Open Access Journals, SciELO—Scientific Electronic Library Online and b-on—Online Library of knowledge (Biblioteca do conhecimento online). Keywords: “pharmacy and (distant or remote or e-learning or online or zoom or education or training or digital) and (COVID or SARS and (student or undergraduate) and (opinion or satisfaction or perception or attitude)”. Results: 23 out of 176 papers were selected (28 duplicated and 125 excluded). Selected papers were classified, as follows: studies exclusively involving pharmacy students (n = 8); studies simultaneously involving pharmacy students and other healthcare students (n = 6); and studies related to the involvement of pharmacy students in specific courses (n = 9). Conclusions: In general, the perception of pharmacy students on e-learning strategies adopted during the COVID-19 pandemic was positive. However, an expressive proportion of undergraduates reported negative issues about online education, which seems to support the necessity of optimizing e-learning strategies in the future.

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E‐learning and research experience exchange in the online setting of student peer mentor network during COVID‐19 pandemic and beyond: A laboratory case study

Lubanska,

Alrashed,

Oschanney

et al. 2023

Biochem Molecular Bio Educ

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For close to 2 years, we have witnessed the impacts of the SARS‐CoV‐1 pandemic on research at several different levels. Among the list, limited access to laboratory‐based training for undergraduate students prevented this cohort from gaining exposure to the realities of a research laboratory at a critical time in training when they may have found motivation in this area as a career. COVID exposed a weakness in our training pipeline; an extreme dependency on face‐to‐face training that threatened to create a void in the research talent needed to replenish the scientific community every year. In the classroom, we witnessed a revolution of e‐learning based approaches that could be rapidly implemented based on existing footprints. Out of necessity, our laboratory developed and implemented an e‐learning model of an undergraduate peer mentor network that provides a knowledge and experience exchange platform between students with different levels of research experience. Implementation of the platform was to aid students with gaining knowledge in multiple aspects of scientific research and hands‐on work in a research laboratory. The collaboration between the students of the network was aimed at not only advancing the theoretical and practical research experience, but also at developing feedback implementation and practicing “soft skills” critical for teamwork and leadership. Herein, we present an overview of the model along with survey responses of the students participating in the peer mentor network. We have found that peer delivery of practical benchwork both via scientific presentations and visualized experiments, reduced the time of training and the amount of staff assistance needed when students returned to the bench. Furthermore, this model accelerated student independence in laboratory work and increased research interest overall. In summary, the model of a peer mentor network has the potential to serve as a training platform and as a customized tool, supplementing research laboratory training at the undergraduate level beyond the pandemic.

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E-learning in health professions education during the COVID-19 pandemic: a systematic review

Cited by 135 publications

References 42 publications

Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning

Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning

Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review

E‐learning and research experience exchange in the online setting of student peer mentor network during COVID‐19 pandemic and beyond: A laboratory case study

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