Ibn Tofail’sUniversity students’ satisfaction evaluation towards distance learning and its impacts on the students’ mental health during the Covid 19 Confinement.

Abstract

Aims, objectives and methods: The study we have conducted aims to evaluate Moroccan students’ satisfaction level with regard to the use of distance learning platforms during the Covid 19 confinement period. We also attempt to examine the impact of distance learning on the students’ mental health.Our research has demonstrated that imposing distance learning as a learning process to students produces a substantial stress level within 49% of the investigated student population.Indeed, the students’ full immersion in distance learning process has obviously arose technical and pedagogical brakes within (87%) of the questioned student population, and also psychological brakes within (27%) of the respondent population. Furthermore, the particularity of this confinement’s period has brought to light three students’ categories regarding the use of distance learning in their training and learning process and behavior.
 Recommendations:Our study’s results can be considered very relevant because they show a clear correlation between the adoption of distance learning, as a new teaching approach, and, the perceived stress level (49%) involved during this process. Therefore, the clear necessity of material, pedagogical and psychological supports to be implemented during this transition stage.
 Bangladesh Journal of Medical Science Vol.19(0) 2020 p. S 51-S 57

COVID-19 pandemic and mental health of universities’ students in Africa: a systematic review

“…We excluded 63 articles and therefore retrieved and appraised the 20 lasting articles based on their full-texts and also considering our selection criteria. Finally, 12 articles [24][25][26][27][28][29][30][31][32][33][34][35] were systematically reviewed and qualitatively summarized. The PRISMA flow chart showing our study selection process is shown in figure 1.…”

“…The 12 studies were realized in seven countries, namely Ethiopia (n = 4), Egypt (n = 2), Morocco (n = 2), Liberia (n = 1), Libya (n = 1), Sudan (n = 1) and Tunisia (n = 1). Amid selected studies, 11 were reported as cross-sectional studies, and one as a transversal descriptive study [33]. Data were collected exclusively electronically (online surveys) in 9/12 studies, only with a paper version form in one study [32], both with online and paper forms in one study [29], and through phone calls in one study [26].…”

“…For the BAI, a score of 0-21 was classified as low anxiety, 22-35 as moderate anxiety, and 36 or above as potentially concerning level of anxiety. To evaluate stress, two studies [25,33] used the Perceived Stress Scale (PSS)-10 (Scores [?] 25 = high or pathological perceived stress), and the study that assessed non-specific psychological distress used the Kessler distress scale (K-6) [30].…”

“…From six of our 12 included studies, the prevalence of mild to severe stress varied between 22.2% [32] and 47.8% [31], with severe cases (4/12 studies synthetized) frequencies varying between 12.8% [35] and 17.5% [34]. The two studies that used the Perceived Stress Scale (PSS)-10 respectively reported frequencies of pathological perceived stress at 35.9% [25] and 49% [33]. Others negative mental health outcomes assessed by some of the selected studies included suicidal ideations [29] and non-specific psychological distress [30], respectively found at 22.7% and 69%.…”

Impact of COVID-19 on Pharmacy Education

“…This measure has had serious implications on higher education in the country as it resulted in the disruption of the educational sector and discontinuity of all educational levels. Faculties of pharmacy in the country were not an exception, with a suspension of both presential courses alongside clinical rotations to minimize the incidence of pharmacy students' exposition to COVID-19 transmission [5].…”