A systematic review of health sciences students’ online learning during the COVID-19 pandemic

Abstract

Background This study aims to analyse the effectiveness of distance learning during the COVID-19 pandemic among undergraduate health sciences students using systematic review. Online learning has been chosen as the best approach to continue offering education in this pandemic era. Method: The screening process was done using Scopus, ScienceDirect and PubMed based on the eligibility criteria. Out of 1486 studies, 1269 were screened. A total of 64 eligible studies obtained were included in the quantitative analysis. Results were categorized into i) student attitudes (perceptions/satisfactions/engagements), and ii) student learning outcomes, and compared to the Kirkpatrick model. Results Although facing difficulties, 50% of the studies was moderately satisfied with distance learning, while 36% was highly satisfied and 17% dissatisfied. Most studies (26%) reported flexibility in online learning. Internet issues (19%) and low interaction between learners and instructors (19%) were the most prevalent problems mentioned. Online education engages students better than traditional learning. The learning outcome was assessed using two categories: i) academic performance and ii) skill development. Most studies (72%) stated that online learning improves academic performance, 14% reported a drop, and 14% stated no effect, while an increase in clinical skills and communication skills were reported. Kirkpatrick evaluation revealed 80% of the studies obtained was evaluated at level 1 (reaction), 8% at level 2 (learning), 12% at level 3 (behaviour) and none at level 4 (results). Conclusion Overall, this systematic review found that the online learning performed better than expected during COVID-19, but the data gained is insufficient to say it is beneficial when compared to other types of teaching approaches.

The freedom to teach (at the best)

“…It should be noted that these handicaps also applied to some students in affluent countries. Nevertheless, a number of published reports indicate that most schools were able to adapt to the restrictive conditions that were forced upon their delivery of didactic material and were able to continue their educational mission successfully during the time of the pandemic 60,61 . Several papers indicate that this switch to online learning was often well‐received by teachers and learners 59,62 .…”

Editorial: An insight into university medical and health science courses

“…Environmental infrastructure and properly trained instructors are necessary to ensure effective, high-quality online education ( 4 ). Opportunities such as Internet access, educational material download, and two-way communication are assumed to be provided equally so that learners can share their experiences and ideas even with time barriers ( 5 , 6 ). However, the effect of online education experienced by learners differs according to the national income level, infrastructure of the Internet, and information communication technology.…”

“…To supplement practice education, it is necessary to use a video display terminal in augmented reality technology or search for other alternatives ( 7 ). Unlike advanced countries such as the UK and US, which applied online education more than 10 years before the COVID-19 pandemic, most educational institutions and learners in developing countries such as Iran, Uganda, and Pakistan negatively evaluated online learning experiences and effects ( 5 , 8 ). However, medical students in Belgium responded that the quality of education decreased, but self-directed learning competence developed during the pandemic ( 9 , 10 ).…”

Bringing Psychology Students Closer to People with Schizophrenia at Pandemic Time: A Study of a Distance Anti-stigma Intervention With In-presence Opportunistic Control Group

“…In the past two years of the pandemic, university learning has been largely based on the usage of distance education, later combined with face-to-face education (Naciri et al 2021 ; Dedeilia et al 2020 ; Dhawan 2020 ). Studies examining the effects of at-distance education applied to courses previously delivered in-person found that e-education did not decrease examination scores (Kronenfeld et al 2021 ) and it was also well accepted by students (Abdull Mutalib et al 2022 ; Dedeilia et al 2020 ). Costs and time-saving benefits and difficulties due to unfamiliarity with the e-education approach were reported (Monteduro, 2021 ; Sharaievska et al 2022 ).…”