Introduction In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. Methods The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple-choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. Results Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer. To access online resources, 79% had a postpaid internet subscription while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. Discussion Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-021-01231-z.
INTRODUCTION: In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. METHOD: The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. RESULTS: Among 3,670 medical students, 3,421 (93%) owned a smartphone and 3,043 (83%) had a laptop or desktop computer. To access online resources, 2,916 (79%) had a postpaid internet subscription while 696 (19%) used prepaid mobile data. Under prevailing conditions, only 1,505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. CONCLUSION: Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond.
OBJECTIVE Studies that evaluate YouTube videos on hydrocephalus often exclude non–English-language videos, even though hydrocephalus is more prevalent in low- and middle-income countries where English may not be widely understood. This study had two aims: to analyze the engagement, content, and quality of YouTube videos on hydrocephalus in the Filipino language, and to determine whether the videos’ content matched the information needs of caregivers of children with hydrocephalus in the Philippines. METHODS The authors conducted an online survey among caregivers of patients with hydrocephalus, recruited through the Facebook page of the Hydrocephalus Foundation of the Philippines Inc. Data on demographics, social media use, and language and content preferences were collected. In parallel, the authors systematically evaluated the engagement and content of three groups of YouTube videos on hydrocephalus: 1) most viewed Filipino-language videos, 2) most viewed English-language videos, and 3) same-age English-language videos, matched to the first group based on upload date. The quality of the Filipino-language videos was assessed using the DISCERN criteria. RESULTS Among 280 respondents, 91% watched videos on hydrocephalus online and 89% preferred videos in Filipino. Compared with same-age English videos, Filipino videos had greater engagement, indicated by a higher median number of likes (40 vs 8, p = 0.005) and comments (8.5 vs 1, p = 0.007). English and Filipino videos emphasized similar topics on hydrocephalus, but the latter were more likely to discuss treatment cost and to solicit donations. Caregivers were most interested in the long-term care of patients with hydrocephalus, discussed only in 10 of 72 videos (14%) overall. The mean DISCERN score for Filipino videos was 30.1 ± 7.7, indicating poor quality. CONCLUSIONS There is a gap between the information needs of Filipino caregivers and the content of YouTube videos on hydrocephalus. Neurosurgeons can serve as creators, resource persons, or curators of content, ensuring that up-to-date, accurate, and credible health information on hydrocephalus is available to caregivers in their preferred language.
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