E-Learning as a Factor Optimizing the Amount of Work Time Devoted to Preparing an Exam for Medical Program Students during the COVID-19 Epidemic Situation

Abstract

The COVID-19 pandemic had a huge impact on the learning and teaching processes, particularly in healthcare education and training, because of the principal position of the cutting-edge student–patient interaction. Replacing the traditional form of organization and implementation of knowledge evaluation with its web-based equivalent on an e-learning platform optimizes the whole didactic process not only for the unit carrying it out but, above all, for students. This research is focused on the effectiveness of the application of e-learning for computer-based knowledge evaluation and optimizing exam administration for students of medical sciences. The proposed approach is considered in two categories: from the perspective of the providers of the evaluation process, that is, the teaching unit; and the recipients of the evaluation process, that is, the students.

Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future

“…There is no doubt that the COVID-19 pandemic, along with measures to slow its spread across Africa—incorporating early lockdown alongside other measures, including closure of borders and higher education institutions [ 43 , 92 ]—has caused considerable challenges for higher education across Africa ( Table 1 ). This is similar to many other countries [ 50 , 85 , 86 , 87 , 98 , 118 ].…”

“…We have also seen advances in e-learning approaches among a number of countries, including higher-income countries, to devise different teaching approaches. These include mobile applications for practical sessions, addressing concerns with e-exams, and universities combining to offer virtual microscopy and Zoom videoconferencing to teach pathology [ 84 , 85 , 86 , 87 ]. The situation in these countries, as well as Saudi Arabia ( Box 1 ), can be different to experiences in Jordan and other LMICs with appreciably fewer resources to instigate e-learning and other approaches [ 50 , 88 , 89 , 90 ], as well as across Africa ( Table 1 ).…”

The perception of e-learning during the SARS-CoV-2 pandemic by students of medical universities in Poland – a survey-based study

“…This indicated a big problem with the reliability of the e-exams. Even though we have created a database of questions and a random selection of them in our Department, which is recommended in the literature [30], we observed much better exam results than when students took them in the classrooms. It would be worth carrying out a study where the same exam would be repeated in two forms, and the comparison of the results could compromise the actual knowledge of students.…”

Challenges of Distance Learning at Universities during the COVID-19 Pandemic in Georgia

“…Studies show that in some cases, due to the lack of experience of working in distance learning mode, too much time in the beginning was spent on the technical organisation of the lecture (entering the platform, turning on the microphone, adjusting the camera, etc. ), which negatively affected the quality of online lectures (Roszak et al, 2021).…”