Efficiency of Online Course of Medical Statistics in Nanjing Medical University During the COVID-19 Epidemic

Abstract

Background: To analyze the online course efficiency of a combined mode of Massive Open Online Course (MOOC) micro-video and E-learning platform in Nanjing Medical University during the COVID-19 epidemic. Methods: We developed a new questionnaire to assess the efficiency of online teaching of medical statistics in Nanjing Medical University. This investigation enrolled students participating in the online course of medical statistics from January 2020 to June 2020. The “Questionnaire Star” electronic questionnaire collection system was used to collect data. Results: In total, 1050 of the 1210 (86.78%) students completed the questionnaire, including 971 (92.48%) juniors. To be specific, 57.33% of the students majored in clinical medicine, 15.14% in pharmacy, 10.38% in pediatrics, 8.00% in medical imageology, and 6.29% in basic medicine. As to the question "Are you satisfied with the current online teaching method?", 354 (32.77%) students responded with "Agree" and "Strongly Agree", and 1012 (96.47%) thought they needed to consolidate what they had learned after returning to school. Most students reported their "Difficulties in the learning process" by "Learning motivation" and "Personal inertia" (59.90% and 58.29%, respectively).Conclusions: The online course of medical statistics was favored by most students, suggesting its efficiency an efficient alternative to classroom study during the COVID-19 pandemic. Yet there were still some problems, such as inconvenient communication between teachers and students, poor mastery of key knowledge, which should be resolved in classroom teaching at school.

Medical students’ satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review

“…As shown in Supplement 1, a total of 15,473 medical science students were enrolled in the 24 studies [1,3,12,[19][20][21][22][23][24][25][29][30][31][32][33][34][35][36][37][38][39][40][41][42]. The mean±standard deviation age of the participants was 20.84±2.06 years, and 58.23% were women.…”

“…Of the participants, 73.45% were studying clinical medicine. Of the studies included in this systematic review, 14 studies [19][20][21]24,25,[29][30][31]33,[36][37][38][39][40]] reported e-learning modalities, 16 studies [3,19,20,[23][24][25]29,30,32,33,[36][37][38][39][40]42] reported platforms used in e-learning, and 10 studies [12,19,22,25,29,[32][33][34][35]40] reported devices used in e-learning. The studies included in this systematic review were conducted in India (n=5) [1,12,30,39,40], China (n=3) [20,33,34], Saudi Arabia (n=3)…”

“…The questionnaires for assessing student satisfaction were created by researchers in 23 studies [1,3,12,[19][20][21][22][23]25,[29][30][31][32][33][34][35][36][37][38][39][40][41][42]. The reduced version of the Students' Evaluation of Educational Quality was chosen in 1 study [24].…”

“…Of the remaining 52 studies, after a full review of the full-text articles, 15 were excluded from the present systematic review due to an inadequate study design and 9 studies due to a lack of necessary information. Finally, 24 studies remained in this systematic review [1,3,12,[19][20][21][22][23][24][25][29][30][31][32][33][34][35][36][37][38][39][40][41][42].…”

“…As shown in Supplement 2, of the 24 studies [1,3,12,[19][20][21][22][23][24][25][29][30][31][32][33][34][35][36][37][38][39][40][41][42] included in this systematic review, 21 studies [1,3,12,[19][20][21][22][23][24]29,[31][32][33][34][35][36][37][38][39][40][41] were of high quality, 2 studies [25,30] were of fair quality, and 1 study [42] was of low quality. Ten studies [21,[23]…”