Maria S Abbasi1, Naseer Ahmed1, Batool Sajjad2, Abdullah Alshahrani3, Sumera Saeed4, Shaur Sarfaraz5, Rana S Alhamdan6, Fahim Vohra3, Tariq Abduljabbar3. 1. Department of Prosthodontics, Altamash Institute of Dental Medicine, Karachi, Pakistan. 2. Department of Oral Surgery, Altamash Institute of Dental Medicine, Karachi, Pakistan. 3. Department of Prosthetic Dental Science, College of Dentistry, King Saud University, Riyadh, Saudi Arabia. 4. Department of Health Professions Education, Liaquat College of Medicine & Dentistry, Karachi, Pakistan. 5. Institute of Medical Education, Jinnah Sindh Medical University, Karachi, Pakistan. 6. Restorative Dental Science Department, College of Dentistry, King Saud University, Riyadh, Saudi Arabia.
Abstract
BACKGROUND: E-learning is increasingly used during the COVID-19 pandemic, however the impact of this change on students is not known. This study aimed to evaluate perception and satisfaction of health sciences students towards E-learning during the COVID-19 lockdown. METHODS: A structured questionnaire was distributed to 2000 health care students either through email or social media platforms. The questionnaire was divided into two sections: the first section addressed demographic information such as age, education level, course of study, number of lectures attended and country. The second section gathered information on perception and satisfaction of students using 13 close-ended questions. Frequencies and percentages were assessed for demographic data, perception and satisfaction level of students. The paired sample t-test, independent t test and Spearman correlation were applied to evaluate statistical significance between different variables of the study. A p-value of <0.05 was considered significant. RESULTS: Data from 1255 participants were included at a response rate of 66.4%. More than one third (37%) of the students took 25 or more online E-learning sessions and 47% preferred Zoom as an online platform. Participants belonged to 11 countries from developed and developing nations. 41% reported interference of E-learning due to network problems. 60% considered that clinical and practical skills are best learned in clinics and laboratories. More than one third of the students preferred classroom teaching and 34% of the students did not feel confident enough to take exit exams after E-learning sessions. CONCLUSION: E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended.
BACKGROUND: E-learning is increasingly used during the COVID-19 pandemic, however the impact of this change on students is not known. This study aimed to evaluate perception and satisfaction of health sciences students towards E-learning during the COVID-19 lockdown. METHODS: A structured questionnaire was distributed to 2000 health care students either through email or social media platforms. The questionnaire was divided into two sections: the first section addressed demographic information such as age, education level, course of study, number of lectures attended and country. The second section gathered information on perception and satisfaction of students using 13 close-ended questions. Frequencies and percentages were assessed for demographic data, perception and satisfaction level of students. The paired sample t-test, independent t test and Spearman correlation were applied to evaluate statistical significance between different variables of the study. A p-value of <0.05 was considered significant. RESULTS: Data from 1255 participants were included at a response rate of 66.4%. More than one third (37%) of the students took 25 or more online E-learning sessions and 47% preferred Zoom as an online platform. Participants belonged to 11 countries from developed and developing nations. 41% reported interference of E-learning due to network problems. 60% considered that clinical and practical skills are best learned in clinics and laboratories. More than one third of the students preferred classroom teaching and 34% of the students did not feel confident enough to take exit exams after E-learning sessions. CONCLUSION: E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended.
Authors: Sandra Ama Hewlett; Merley Afua Newman-Nartey; Kofi Osei-Tutu; Alexander Oti Acheampong; Nii Otu Nartey Journal: J West Afr Coll Surg Date: 2022-05-04
Authors: Ali Aahil Noorali; Maha Inam; Hamna Shahbaz; Hareem Rauf; Faiqa Binte Aamir; Farah Khalid; Saadia Abbas; Abdullah Saeed; Muhammad Daniyal Musharraf; Asma Altaf Hussain Merchant; Babar S Hasan; Muneera A Rasheed; Fyezah Jehan; Muhammad Tariq; Adil Hussain Haider Journal: Front Public Health Date: 2022-01-10
Authors: Ahmad A Shahba; Zaid Alashban; Ibrahim Sales; Abdelrahman Y Sherif; Osman Yusuf Journal: Int J Environ Res Public Health Date: 2022-03-25 Impact factor: 3.390