Social Media Utilization and Its Impact on Male Medical Students’ Learning During Covid-19 Pandemic

SALIH, Karimeldin M. A.; ALBAQAMI, Abdulelah A.; JIBO, Abubakar; Alfaifi, Jaber; AMARI, Sultan A. AL; ALGHAMDI, Mushabab; ABBAS, Mohammed; Ibrahim, Mohamed T.

doi:10.17718/tojde.1096411

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…According to the findings of the study, 6.9% of HCUs spent 3-4 h per day on social media, while 32.7% spent no more than 2 h per day. A recent study of medical undergraduates, on the other hand, discovered that they spend a significant amount of time exploring social media [26]. Salih et al, for example, found in 2022 that university undergraduates spent more than 10 h per week on social media [26], while another survey among American university undergraduates revealed that they spent less than 10 h per week on social media [27].…”

Section: Discussionmentioning

confidence: 99%

“…A recent study of medical undergraduates, on the other hand, discovered that they spend a significant amount of time exploring social media [26]. Salih et al, for example, found in 2022 that university undergraduates spent more than 10 h per week on social media [26], while another survey among American university undergraduates revealed that they spent less than 10 h per week on social media [27]. Similarly, Gupta et al found that 59.09% of freshman college undergraduates spent 1-2 h per day on social media [28], whereas in 2019 Ayeni stated that 2 h per day were spent on social media [29].…”

Section: Discussionmentioning

confidence: 99%

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Exploring the Educational Social and Physical Activities Among Health Care Undergraduates – a Cross-Sectional Study Among Saudi Students

Alghamdi,

Syed,

Samarkhandi

et al. 2024

Med Sci Monit

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Background:The time spent on diverse social, physical, and educational activities among healthcare undergraduates (HCUs) tremendously impacts their academic and personal lives. Therefore, this study aimed to assess the social, physical, and educational activities among HCUs at King Saud University (KSU) in Riyadh, Saudi Arabia (SA). Material/Methods:A cross-sectional, self-prepared, and pre-tested e-questionnaire (electronic questionnaire) based study using a convenience sampling design in a university in SA from August 21 to November 21, 2023 was conducted to assess their various activities outside of classes, using a 16-item e-questionnaire to investigate time spent on social (4 items), physical (3 items), and educational activities (3 items). Results:A total of 452 HCUs completed the e-questionnaires, giving a response rate of 92.62%. Of them, 50.45% were females, the median age was 23 years, and 32.08% (n=145) were medical undergraduates. About 57% of the HCUs spent 1-2 h per day on educational activities during the day, while 32.7% of the HCUs spent 2 h per day on social media, and 62.6% spent 3-4 h per day with family. The findings revealed that the 140 females spent significantly more time (1-2 h) reading and writing compared to the 117 male HCUs (P=0.001). Age was found to be associated with time spent on education by HCUs (P=0.001). Conclusions:Our findings among HCUs show that most spend a significant amount of time on educational activities during the day. Undergraduates also spend time with their families and participate in other social activities.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploring the Educational Social and Physical Activities Among Health Care Undergraduates – a Cross-Sectional Study Among Saudi Students

Alghamdi,

Syed,

Samarkhandi

et al. 2024

Med Sci Monit

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“… 8 , 14 – 16 There is a lack of information about medical students’ perspective regarding e-learning at the University of Bisha, Southern Saudi Arabia. 17 Therefore, the present study aimed to evaluate medical students’ experience with OeL regarding satisfaction, communication enhancement, and intellectual environment. Exploring students’ perspectives towards OeL provide valuable information for medical schools to improve their e-learning powers to face similar future crisis and enhance education outcome.…”

Section: Introductionmentioning

confidence: 99%

Climate of Online e-Learning During COVID-19 Pandemic in a Saudi Medical School: Students’ Perspective

SALIH

Elnour

Mohammed

et al. 2023

Journal of Medical Education and Curricular Development

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INTRODUCTION The circumstances of the COVID-19 lockdown offered an opportunity to develop remote educational strategies in medical education. OBJECTIVES To assess medical students’ experiences with online e-learning (OeL) satisfaction, intellectual environment, and communication during the COVID-19 pandemic. METHODS A cross-sectional study was conducted at the College of Medicine, University of Bisha, Saudi Arabia. A self-administered questionnaire (21 items) was used to evaluate OeL in three domains of satisfaction (nine items), intellectual environment (seven items), and communication (five items). Students from years one to six were invited to fill out the questionnaire form with five-point Likert scale responses. Descriptive statistics, one-way analysis of variance (ANOVA), and independent t-test were used to evaluate the association between variables. RESULTS Out of 237 participants, 96.6% (158 male and 71 female) responded to the questionnaire. Most students (86.5%) preferred the blackboard for their e-learning. The mean total scores were 30.18 ± 6.9 out of 45 for satisfaction, 19.67 ± 5.4 out of 25 for communication 25.43 ± 5.1 out of 35 for the intellectual environment. Over 50% of the students rated moderate scores on satisfaction and intellectual environment domains. About 85% of the students rated moderate scores in the communication domain. Male students rated higher significant scores than female students for satisfaction (31.3 ± 6.3 vs 27.6 ± 7; P < .001) and intellectual environment (26.3 ± 4.32 vs 3.5 ± 6.1; P < .001). There were no significant differences in students’ responses to the tested domains related to GPA level. Significantly higher levels of scores for satisfaction (33.3 ± 5.6 vs 28.8 ± 6.9; P < .001) and communication (21.2 ± 4.5 vs 18.9 ± 5.7; P = .019) were obtained by clerkship students than pre-clerkship. CONCLUSIONS Medical students’ experiences with e-learning are encouraging, which might be more effective with continuous training programs for students and tutors. Although OeL is an acceptable methodology, further studies are needed to analyze its impact on the target learning outcomes and students’ academic achievement.

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Social Media Utilization and Its Impact on Male Medical Students’ Learning During Covid-19 Pandemic

Cited by 2 publications

References 5 publications

Exploring the Educational Social and Physical Activities Among Health Care Undergraduates – a Cross-Sectional Study Among Saudi Students

Exploring the Educational Social and Physical Activities Among Health Care Undergraduates – a Cross-Sectional Study Among Saudi Students

Climate of Online e-Learning During COVID-19 Pandemic in a Saudi Medical School: Students’ Perspective

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