Exploring the perspectives of medical students on application of e-learning in medical education during the COVID-19 pandemic

Abstract

BACKGROUND: The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education. OBJECTIVE: This study aimed to explore medical students’ perspectives on the application of e-learning in medical education during the COVID-19 pandemic. METHODS: This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from “least agree” to “most agree.” RESULTS: Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic. CONCLUSION: The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching.

Attitude and Motivation of Medical Professors in the Use of Virtual Simulation Technology of Radiotherapy in Clinical Teaching Context in Chongqing Medical University

“…The literature review conducted by the researchers acknowledges the importance of the use of technology in medical education. Positive perspective on the use of technology in medical education is crucial to acquire acceptable results of learning (Shabila, et. al., 2021).…”

Current Impact and Long-Term Influence of the COVID-19 Pandemic on Iraqi Healthcare Systems: A Case Study

“…The government also increased internet capacity to accommodate the new reality of the virtual world as many governmental and educational entities and several businesses transformed their activities [ 69 , 71 ]; however, only 48.3% of the population have internet access [ 72 ]. Education witnessed a major transformational phase in response to the pandemic, but the lack of expertise, poor internet service, and content quality were the main challenges [ 73 , 74 , 75 ]. Concerns regarding online learning widening the education gap between poor versus rich students and urban versus rural also emerged [ 75 , 76 ].…”

“…Education witnessed a major transformational phase in response to the pandemic, but the lack of expertise, poor internet service, and content quality were the main challenges [ 73 , 74 , 75 ]. Concerns regarding online learning widening the education gap between poor versus rich students and urban versus rural also emerged [ 75 , 76 ].…”

Using Technology Adoption Theories to Maximize the Uptake of E-learning in Medical Education

“…One study found that trainees who viewed technology-assisted learning in their program favorably had fewer concerns that their training was compromised by the pandemic [8]. Other studies conducted during the pandemic found that successful implementation of e-learning requires that educators focus on strategies to maximize learner engagement [9], minimize technical burden [10], and integrate tools conscientiously into existing learning environments [11].…”