Examining the relationships between medical students’ preferred online instructional strategies, course difficulty level, learning performance, and effectiveness

Cheng, Xin; Ma, Xin-Yue; Luo, Chunya; Chen, Jian; Wei, Wei; Yang, Xuesong

doi:10.1152/advan.00234.2020

Cited by 10 publications

(17 citation statements)

References 33 publications

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“…For medical courses, however, online learning might be more suitable for students in the pre-clerkship phases compared to students in the clerkship phase. While clinical reasoning and approach to clinical problems can be taught via online media, teaching of physical examination skills and procedures requires direct contact with patients (30)(31)(32)(33)(34).…”

Section: Introductionmentioning

confidence: 99%

Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study

et al. 2022

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BackgroundCOVID-19 pandemic forced educational institutions to adopt online methods which were inevitable to keep continuity of education across all academia after suspension of traditional educational systems. The aim of this study was to explore the experience of faculty and students of online and face-to-face learning, and their preference of the mode of learning after the pandemic.MethodsThis is a mixed-method study. Quantitative data was collected through a survey from 194 medical students and 33 faculty members, while qualitative data was collected through two focus group discussions with 9 students and another two with 13 faculty members. Quantitative variables were presented as means and standard deviations. Paired samples t-test and Chi-square test were used. Thematic analysis of qualitative data was used to code, interpret, and make sense of data.ResultsMean scores of responses of faculty members and students were higher for face-to-face and blended learning compared to online learning in all survey statements with statistically significant differences. More than half of the students (53.1%) preferred the face-to-face mode of learning, while most of the faculty members (60.6%) preferred the blended mode of learning. Qualitative analysis identified five themes, namely: “Transforming the way theoretical teaching sessions are given,” “Face-to-face teaching at campus cannot be replaced for some types of education,” “Interaction in online sessions is limited,” “Problems and challenges of online examinations,” and “Technical issues and challenges of online education.” It revealed suggestions that at least 30% of the curriculum could be taught online post-COVID-19. Some aspects of clinically oriented teaching including history taking and case discussions can also be delivered online in the future. Faculty members and students reported that dealing with online education was not difficult, although the transition was not smooth.ConclusionMedical students and faculty members were in favor of face-to-face and blended modes of learning. However, they perceived online mode of learning as an acceptable adaptation in theoretical teaching and in some clinically oriented teaching including history taking and clinical case discussions. Although face-to-face education in medicine is irreplaceable, the blended mode of learning remains an acceptable and practical solution for the post-COVID era.

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Section: Introductionmentioning

confidence: 99%

Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study

et al. 2022

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“… To analyze the effect of student achievement before and during the Covid pandemic Single Medical School Undergraduate Second year students who took the CVS final unit exam in the previous academic year (n = 183) and during the pandemic (n = 195) Pre and during COVID-19 pandemic Self-reported academic performance There is no difference in student achievement between the pandemic year and the previous year. Cheng et al, 38 2021, China, Cross-sectional Study. To analyze the relationship between medical students’ preferences regarding the teaching strategies used by instructors with the level of course difficulty, students’ academic performance, and perceived effectiveness.…”

Section: Resultsmentioning

confidence: 99%

“…The measurement of academic performance in this scoping varies greatly (see Table 2). There were six studies using GPA [18][19][20][21][22][23] ; nine studies using module scores [24][25][26][27][28][29][30][31][32] ; three studies implementing summative exam scores; [33][34][35] making use of practice/performance exams 2,36 ; two studies employing self-reported academic performance scores 37,38 ; and two studies applying laboratory examination scores. 39,40 Primary Outcome: Academic Performance in Medical Education Before and During the COVID-19 Pandemic…”

Section: Instruments To Measure Academic Performancementioning

confidence: 99%

“…21 We found 11 studies examined external factors that influenced academic performance during COVID-19 pandemic. The factors were the use of online learning media, 28,30,32,35,39,40 changes in the schedule of anatomy laboratory learning activities, 36 graduation assessment system, 20 online instructional strategies, 38 students' attendance, 29 e-learning educational programs. 26 Five studies reported correlation of the factors to academic performance.…”

Section: Instruments To Measure Academic Performancementioning

confidence: 99%

“…26 Five studies reported correlation of the factors to academic performance. 20,26,29,38,39 the respondent requires subjective assessment or memory; and (4) retrospective cohort studies can be completed quickly and relatively inexpensive compared to prospective cohort studies. 43 Interestingly, equal number of studies reported lower academic performance and higher academic performance during COVID-19 pandemic.…”

Section: Instruments To Measure Academic Performancementioning

confidence: 99%

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Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review

Istadi¹,

Raharjo²,

Azam³

et al. 2022

AMEP

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Backgrounds:Several academic performance studies during the COVID-19 pandemic on education outside medicine showed varying results. This scoping review aims to identify research trends in medical education that focus on the academic performance of medical students during the COVID-19 pandemic to enable available research to be mapped and summarized, and gaps in research results can be identified. Methods: The authors applied the Arksey and O'Malley framework to conduct the scoping review. This review was conducted from January to 30 May 2022. Comprehensive article searches were conducted on six databases (PubMed, ProQuest, EBSCOhost, ERIC, Science Direct, Google Scholar) using keywords of COVID-19, academic performance, academic achievement, medical education, and medical students. Results: A literature search identified 24 publications eligible for analysis. The cohort is the most chosen research design. The publications were only taken from three continents; those were from Asia, America, and Europe. Most of the publications came from the Asian continent, and most of the participants involved in the studies were undergraduates. Eleven out of 24 publications reported on the impact of research before and during the COVID-19 pandemic on academic performance. Six out of 11 studies showed differences in results. Three studies indicated that students achieved lower grades during the COVID-19 pandemic. In contrast, three other studies reported that students got higher grades during the COVID-19 pandemic. Twenty studies reported the influencing factors of the academic performance. Conclusion:The literatures reported differences in medical students' academic performance before and during the COVID-19 pandemic. Twelve variables affected medical students' academic performance during the COVID-19 pandemic.

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A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

Koja,

Abazaj

2024

Health Science Reports

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BackgroundSevere acute respiratory syndrome coronavirus 2 caused an unprecedented pandemic for more than 2 years, affecting the lifestyle health, and education systems at the global level. During this long pandemic period, online learning was considered the only secure learning alternative. Multiple studies have demonstrated positive or negative perceptions related to online teaching.AimThrough this study, we identified the perceptions and different challenges that online learning brought to the education of the students of Alexander Xhuvani University, Elbasan, focusing on their achievements.MethodThis cross‐sectional study was conducted by Alexander Xhuvani University from March to May 2021. A questionnaire that assessed students' perceptions related to the effectiveness of distance learning was used for this study. This questionnaire had a Cronbach α value of 0.760. Students from two faculties were welcomed to be part of this survey and to fill out the questionnaire on the Google platform. The data of the online questionnaire was made in Excel format and then analyzed using the statistical program SPSS version 20.0.ResultsOverall, 350 students were included in the study about 268 (76.6%) belong to the female gender, and most students 239 (68.3%) belong to the age group of 18–20 years. It is worth mentioning that 271 (77.4%) had a negative perception related to e‐learning. Approximately, 201 (57.4%) of students encountered difficulties with the internet, 49 (14%) of cases reported a lack of technological equipment, and 111 (31.7%) encountered distraction while using the phone to listen to the online lesson. Problems with visual images and audio were also reported. As advantages, we mention freer time and greater flexibility in the learning process. Changes in health and management of online learning were observed in 123 (35.1%) of students, where loss of time and lack of concentration to learn, sleep problems, stress, anxiety, and fear were encountered the most.ConclusionsThis is the first study in university education to assess students' perceptions and results achieved by online learning during our country's pandemic. Our study's findings show that 271 (77.4%) of participants have a negative perception of online learning. The most common challenges among students were Internet speed, a lack of technological equipment, and Internet disconnection. In terms of expectation fulfillment during online learning and assessment results, 245 (70%) of students' expectations were unsatisfied and unmet. These findings will address the gaps in the literature and may influence future online learning design in our country.

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Examining the relationships between medical students’ preferred online instructional strategies, course difficulty level, learning performance, and effectiveness

Cited by 10 publications

References 33 publications

Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study

Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study

Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review

A cross‐sectional study of online learning during the COVID‐19 pandemic: Student perceptions

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