Background: Understanding people, physicians, and healthcare workers' knowledge, attitude, and practices (KAPs) can help to achieve the outcomes of planned behavior. The aim of this study was to investigate and synthesize the current evidence on KAPs regarding COVID-19. Methods: We conducted a systematic search on PubMed/LitCovid, Scopus, and Web of Sciences databases for papers in the English language only, up to 1 Jul 2020. We used the Joanna Briggs Institute (JBI) checklist developed for cross-sectional studies to appraise the quality of the included studies. All stages of the review conducted by two independent reviewers and potential discrepancies solved with a consultation with a third reviewer. We reported the result as number and percentage. PROSPERO registration code: (CRD42020186755). Results: Fifty-two studies encompassing 49786 participants were included in this review. 45.76% of the participants were male. The mean age of the participants was 32.6 years. 44.2% of the included studies were scored as good quality, 46.2% as fair quality, and remaining (9.6%) as low quality. 30.76% examined all three components of the KAPs model. The knowledge component was reported as good, fair, and poor in 59%, 34%, and 7%, respectively. Of the studies that examined the attitude component, 82% reported a positive attitude, 11% a fairly positive attitude, and 7% a negative attitude. For the practice component, 52% reported good practice, 44% fair practice, and 4% poor practice. Conclusion: This systematic review showed that the overall KAP components in the included studies were at an acceptable level. In general, knowledge was at a good level, the attitude was positive and practice was at a fairly good level. Using an integrated international system can help better evaluate these components and compare them between countries.
This study aimed to explore the strengths and weaknesses of e‐learning during the COVID‐19 pandemic from the perspective of its primary stakeholders, namely professors and students, and to provide practical solutions. Design is a qualitative study. We enrolled 22 faculty members and 58 students purposively. Research data were collected through a data collection checklist and via email and continued until the data were saturated. The qualitative content analyses were the basis of analysis in this study. Strengths were presented in 6 themes and 26 subthemes, weaknesses in 5 themes and 23 subthemes, and solutions were presented in 5 themes and 20 subthemes. Save money, time and energy; use modern software and educational technologies; and the ability to individualize education were among the strengths of e‐learning. The most important weaknesses related to e‐learning include infrastructure difficulties, problems related to the ability of professors and students to use educational systems. The most beneficial solutions offered included improving and upgrading the e‐learning infrastructure, empowering professors and students to use educational systems. We concluded that using online teaching has many strengths as well as some weaknesses. Identifying these strengths and weaknesses can help policymakers plan better.
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