Evaluation of Online Education Provided to Students During the COVID-19 Pandemic: A University Experience

Biyik, Muzelfe; Savcı, Ayşegül; Güçlü, Sultan; Aksoy, Cihan; Renders, Duygu Percin

doi:10.5152/fnjn.2021.21001

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…In addition to primary, secondary and higher education schools, during the pandemic the preparation process required for the acquisition of the tools and equipment necessary for reaching distance education in many families could not be experienced, and it took time to eliminate the deficiencies due to curfew restrictions. In studies examining the problems experienced by students during the distance education process during the COVID-19 pandemic period, it was determined that students had difficulties in distance education due to reasons such as low socio-economic level, living in the countryside, and the lack of internet and technological tools at home [ 17 , 27 , 32 , 46 ]. In this study, 70% of the participants were reached.…”

Section: Discussionmentioning

confidence: 99%

“…It was stated that midwifery students in the central Anatolian region of Turkey experienced moderate fear due to COVID-19, and it was suggested that structured, individual information and support programs should be organized [ 31 ]. Studies have shown that providing remote support to midwifery students can help to detect and eliminate problems that may cause serious mental problems at an early stage [ 32 , 33 , 34 , 35 ]. In this study, it was thought that it would cognitively relax students with high levels of anxiety by informing them about the solution of problems related to the COVID-19 pandemic, and how to carry out the process of staying at home/adaptation and distance education.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Individualized Information and Emotional Support Education on Midwifery Students’ Anxiety during the COVID-19 Pandemic

2022

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Background and Objectives: Midwifery students were not able to participate in internship programs and related practices during the COVID-19 pandemic. This kept them from meeting graduation requirements because they could not do the one-on-one observations for clinical case management. In this study, we aim to determine the effects of Individualized Information and Emotional Support Education (IESE) on the midwifery students’ anxiety levels during the COVID-19 pandemic. Materials and Methods: This is an experimental study with two stages. In the first stage, the researchers determined the anxiety levels of 268 students. In the second stage, 76 students with high levels of anxiety were provided with IESE. The IESE was conducted in interviews on online platforms and took a minimum of 60 min. The students’ anxiety levels were measured again one week after the IESE. Results: Statistically significant differences were found between the students’ State Anxiety Scale scores before and after the IESE (t = 8.756, p = 0.000). Before the IESE, 65.8% of the students had high anxiety levels about COVID-19-related disease or death, and the possibility of losing loved ones. After the education, this rate fell by 17.1% to 48.7%, and this difference was significant (χ2 = 5.077, p = 0.024). Conclusions: The IESE positively affected the students’ anxiety levels. Even just showing interest can make people feel cared for and valued, and people are sensitive to their needs. After this study, 30 students with high anxiety levels were sent for consultation with an expert and have been followed up by researchers.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effects of Individualized Information and Emotional Support Education on Midwifery Students’ Anxiety during the COVID-19 Pandemic

2022

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Teaching of Human Parasitology During the COVID-19 Pandemic in China

Deng

Wang

et al. 2022

Front. Educ.

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Since the coronavirus disease 2019 (COVID-19) pandemic, human parasitology education has been exceedingly disrupted. To deliver human parasitology knowledge, medical universities in China have employed multiple measures, some of which have had positive outcomes that have not yet been summarized. The objective of this review is to share the Chinese experience as the human parasitology teaching methods were transformed. In general, we adopted a fully online teaching model under urgent pandemic control measures based on a well-structured teaching model that integrated the course preview, live lecture, review, and assessment. Combinations were attempted of COVID-19 and parasitology teaching contents. Some active learning models, such as case-based e-learning and flipped classrooms, were proposed for offline and online blended teaching during the normalization stage of the pandemic. Meanwhile, we discuss both the strengths and flaws of online and blended teaching. Some useful assessment tools are presented for reference purposes. In conclusion, this transition to online and online-offline blended human parasitology teaching in China has boosted innovative teaching activities and may continue to catalyze the transformation of medical education.

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Evaluation of Online Education Provided to Students During the COVID-19 Pandemic: A University Experience

Cited by 2 publications

References 11 publications

The Effects of Individualized Information and Emotional Support Education on Midwifery Students’ Anxiety during the COVID-19 Pandemic

The Effects of Individualized Information and Emotional Support Education on Midwifery Students’ Anxiety during the COVID-19 Pandemic

Teaching of Human Parasitology During the COVID-19 Pandemic in China

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