Medical students’ satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review

Tabatabaeichehr, Mahbubeh; Babaei, Samane; Dartomi, Mahdieh; Alesheikh, Peiman; Tabatabaee, Amir; Mortazavi, Hamed; Khoshgoftar, Zohreh

doi:10.3352/jeehp.2022.19.37

Cited by 13 publications

(10 citation statements)

References 43 publications

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“…The COVID-19 pandemic accelerated this transformation, triggering an urgent global shift from traditional face-to-face (FTF) teaching to virtual remote learning in academic institutions. This emergency transition has brought about unique challenges in course delivery, including adapting traditional teaching methods for effective online instruction, struggles to keep students engaged and motivated, and preserving sufficient social interaction among learners and instructors [ 3 , 4 ].…”

Section: Introductionmentioning

confidence: 99%

A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments

Shen,

Qi,

Mei

et al. 2024

BMC Med Educ

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Background The swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions. Methods A comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students’ perceptions of both online and in-class TBL methodologies were also surveyed. Results Both online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting. Conclusions Online TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.

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Section: Introductionmentioning

confidence: 99%

A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments

Shen,

Qi,

Mei

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

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“…In line with this result, the literature has shown the direct effect of students’ computer or internet self-efficacy on course satisfaction [ 25 – 27 ]. A systematic review showed that students' previous online learning experience and being familiar with the system increased their satisfaction level [ 28 ]. Similarly, another study found that previous positive experience with the learning platform and students’ level of digital competency has a positive effect on educational satisfaction [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

Factors affecting medical students’ satisfaction with online learning: a regression analysis of a survey

Çakmakkaya,

Meydanlı,

Kafadar

et al. 2024

BMC Med Educ

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Background Medical education requires the implementation of different teaching methods and strategies for future doctors to achieve broad learning objectives. This wide range of methods and strategies includes the use of Information Technologies. For a long time, there was a call for a change in medical education for blending new teaching approaches to lessen medical students’ class time. The COVID-19 pandemic then sped up the transition to the new way of medical education and classroom lectures were quickly moved to a virtual environment. We expect that these changes will continue, and online learning will be one of the main teaching strategies in medical education. Therefore, educational experiences during the COVID-19 pandemic will improve our understanding of online learning and will help to develop blended medical school curricula in the future. For this reason, we aimed to determine students’ overall satisfaction with their online learning experience and to define the main factors affecting students’ satisfaction with their online learning program at Cerrahpaşa Medical Faculty. Methods A cross-sectional survey study was conducted to determine medical students’ overall satisfaction with online learning methods and to identify factors associated with positive and negative satisfaction levels. A questionnaire, consisting of 24 questions to collect demographic characteristics, factors associated with online education experience and overall satisfaction levels was developed and distributed to 1600 medical students. Multivariable linear regression analysis was used to determine the factors associated with positive and negative satisfaction levels. Results Regression analysis showed that being familiar with online teaching techniques (β = 0.19, 95% CI [0.07, 0.30], faculty members’ higher online teaching skill levels (β = 0.42, 95% CI [0.32, 0.51], interactive online teaching approaches (β = 0.54, 95% CI [0.41, 0.67], having a personal workspace (β = 0.43, 95% CI [0.19, 0.67], and a self-reported longer attention span (β = 0.75, 95% CI [0.57, 0.92] were associated with higher overall satisfaction with online learning. The occurrence of technical problems (β = -0.19, 95% CI [-0.26, -0.12] was associated with lower overall satisfaction. Conclusions Higher online teaching skills of faculty members, use of interactive approaches, students’ familiarity with online teaching techniques, provision of a personal workspace, and self-reported longer attention spans positively contributed to higher levels of student satisfaction with online learning. Considering the increasing significance of online educational methods, our study identified key components that affect students’ level of satisfaction. This information might contribute to the development of online educational programs in the future.

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“…Another post-COVID-19 study of 64 medical students at a United States-based allopathic medical school that moved the entire pre-clinical curriculum to a virtual format during the pandemic demonstrated that 70.3% of students reported an unchanged or improved overall medical education in a virtual course module compared to a previous module that was taught in a traditional face-to-face setting [ 25 ]. Furthermore, a recent systematic review of 24 studies measuring medical student satisfaction with e-learning during the pandemic indicated that 51.8% of the 15,473 medical students studied were satisfied [ 26 ].…”

Section: Discussionmentioning

confidence: 99%

Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study

Anderson¹,

Alexander²

2023

Cureus

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Purpose: This study describes physician assistant students' perception toward online didactic education and highlights relationships between student characteristics and their preference for online learning.Methods: A previously validated survey questionnaire was administered online to physician assistant students enrolled in traditional, in-person training programs across the United States. The survey consisted of five Likert-scale statements measuring perceptions of online learning and was rated on a seven-point Likert scale. Students also reported their age, gender, history of taking an online course, and preferred learning style. Mean scores were reported for agreement with each Likert-scale statement; Pearson correlation coefficients, one-way ANOVA with post hoc Tukey tests, and independent samples t-tests were used to determine relationships between student characteristics and their preference for online learning.Results: A total of 391 completed surveys met the inclusion criteria for the study and were used in data analysis. The average age of respondents was 25.98 years, 81.1% (n = 317) were female, 96.2%, (n = 376) reported taking an online course previously, and preferred learning styles were reported as 36.1% (n = 141) visual, 7.7% (n = 30) auditory, 15.6% (n = 61) reading/writing, and 40.7% (n = 159) kinesthetic. Nearly a quarter of respondents indicated they preferred online courses, particularly students with a preferred learning style of reading/writing. No relationships were observed between age, gender, or history of taking an online course and preference for online education.Conclusion: Most physician assistant students prefer in-person learning. However, a substantial number prefer online learning, and a significant number of these students reported a preferred learning style of reading/writing. More research is necessary to give educational institutions the ability to make data-driven, student-centered program development decisions. However, data in this study indicate a need for continued development of online/hybrid physician assistant programs to better align with current student preferences.

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Medical students’ satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review

Cited by 13 publications

References 43 publications

A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments

A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments

Factors affecting medical students’ satisfaction with online learning: a regression analysis of a survey

Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study

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