Student Satisfaction and Self-Efficacy in a Novel Online Clinical Clerkship Curriculum Delivered During the COVID-19 Pandemic

Lashley, Paula Michele; Sobers, Natasha; Campbell, Michael H.; Emmanuel, Maisha K.; Greaves, Natalie; Hilaire, Marquita Gittens–St.; Murphy, Madhuvanti M.; Majumder, Anwarul Azim

doi:10.2147/amep.s374133

Cited by 10 publications

(11 citation statements)

References 29 publications

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“…Utilizing information technology can also facilitate the learning process for the medical profession study program [15]- [17]. Especially during the coronavirus disease (COVID-19) pandemic, a lot of research has been conducted to evaluate the novel learning process by using information technology [18]- [20]. Quality progress in the learning process must result in positive changes, such as motivated students who actively engage in the learning process and achieve excellent learning outcomes [21].…”

Section: Issn: 2088-8708 mentioning

confidence: 99%

Transforming clinical clerkship processes with integrated information systems

Septama,

Hakim,

Muhammad

et al. 2024

IJECE

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There are still many manual administrative processes involved in clinical clerkships. However, digital technologies and software solutions can significantly improve medical education. This paper aims to utilize extreme programming (XP) as a methodology for developing the information system. A total of 23 user stories have been planned for completion. The priority of each requirement stated in the user stories is determined using the MoSCoW prioritization technique. The results indicate that the software successfully passed all tests among the 23 black box testing scenarios. Developing an integrated information system to streamline clinical clerkships has been successfully achieved. The user experience questionnaire (UEQ) is utilized to gather the perspectives of hospital management and medical faculty members regarding the information system. The average scores for each category are as follows: 1.93 for attractiveness, 2.04 for perspicuity, 2.20 for efficiency, 2.06 for dependability, 2.14 for stimulation, and 1.85 for novelty. Therefore, it can be concluded that all existing user experience scales exhibit an outstanding degree of user satisfaction.

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Section: Issn: 2088-8708 mentioning

confidence: 99%

Transforming clinical clerkship processes with integrated information systems

Septama,

Hakim,

Muhammad

et al. 2024

IJECE

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“…20 There is also a paucity of published data on self-efficacy in the context of medical education in the Caribbean setting. 13 , 53 , 54 A recent study in a Barbadian medical school evaluated medical student satisfaction and self-efficacy as they participated in a novel online clinical clerkship curriculum which was delivered during the COVID-19 pandemic. The authors reported that although students’ general acceptance of the online curriculum was low, they reported relatively higher levels of satisfaction and perceived self-efficacy.…”

Section: Introductionmentioning

confidence: 99%

A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School

Ojeh,

Harewood,

Greaves

et al. 2023

AMEP

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Introduction Learning style (LS) frameworks have been implemented by educators to promote participatory learning in order to strengthen learner engagement and to enhance learning outcomes. Self-efficacy has been shown to have an association with learning style and is a predictor of clinical performance and other qualities in medical students. This study examined the perspectives of second and final year medical students in a Caribbean-based medical school, relative to their learning approaches, teaching exposures and preparation for assessments. Methods An interpretivist qualitative approach was used to analyze data from two focus groups, conducted as part of a sequential mixed-methods study (November 2018-February 2019) with medical students in the second and final year of study. Discussions were audio-recorded, transcribed verbatim, and inductively coded with in-depth thematic analysis assisted by NVivo software. Results Six Year 2 (Female: Male = 5:1) and seven Year 5 (Female: Male = 5:2) participants, ranging between 18 and 34 years and with a range of LS were recruited into the study. Analysis and data reduction produced three organizing themes: “Dynamics of information delivery and acquisition”, “Pivoting”, and “LS identification, awareness and mutability”, and the global construct “Individual and environmental factors modulate the influence of LS preference in triggering self-efficacy”. In managing information received in class, students used textbooks, YouTube videos, and collaborative learning to augment perceived gaps in lectures and their personal notes. Learning style self-awareness is useful for facilitating self-efficacy throughout medical school, especially at points of transition within the programme of study. Conclusion LS theory and testing appear to be useful for student and teacher awareness. In practice, honing students’ adaptability to varying learning settings may be more relevant in helping students achieve self-efficacy.

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“…The satisfaction with online learning in medical students is based on specific community, educational, social, cultural, and economic differences [ 13 ]. The overall results highlight a moderate individual satisfaction and a low perception of effectiveness [ 14 , 15 ]; however, learning outcomes based on academic results, building skills, and interactivity remain unclear [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

Is Satisfaction with Online Learning Related to Depression, Anxiety, and Insomnia Symptoms? A Cross-Sectional Study on Medical Undergraduates in Romania

Ionescu

Chendea

Licu

2023

EJIHPE

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The objective of this study was to investigate online learning satisfaction in a sample of university students and its relationship with depression, anxiety, insomnia, and the average number of hours spent online. A total of 463 medical students were recruited for an online survey conducted from February to March 2022 with the main objective of estimating online learning satisfaction, while secondary outcomes involved assessing the relationship between online learning and depression, anxiety, insomnia, and the average number of hours spent online. A total of 285 participants were female (71.4%) and the mean age was 20.2 years. The results revealed that depression, anxiety, and insomnia are negatively correlated with overall satisfaction with e-learning. The more time students spent online, the greater the overall satisfaction. There are significant differences regarding student perceptions of interactivity in online learning satisfaction outcomes (p < 0.05, η2 partial Eta Squared-0.284). The opportunity to learn via chat-box presented differences in overall satisfaction while pleasant aspects of online learning, such as “no travel” and “economy”, were related to satisfaction. The students revealed that the higher the psychopathology scores, the less satisfied they were with online learning, while a higher number of hours spent online contributed positively to satisfaction.

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Student Satisfaction and Self-Efficacy in a Novel Online Clinical Clerkship Curriculum Delivered During the COVID-19 Pandemic

Cited by 10 publications

References 29 publications

Transforming clinical clerkship processes with integrated information systems

Transforming clinical clerkship processes with integrated information systems

A Phenomenological Exploration of Experiences Related to Learning Styles Among Undergraduate Medical Students in a Barbadian Medical School

Is Satisfaction with Online Learning Related to Depression, Anxiety, and Insomnia Symptoms? A Cross-Sectional Study on Medical Undergraduates in Romania

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