Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study

Atwa, Hani; Shehata, Mohamed Hany; Al-Ansari, Ahmed; Kumar, Archana Prabu; Jaradat, Ahmed; Ahmed, Jamil; Salem, Abdel Halim

doi:10.3389/fmed.2022.791352

Cited by 84 publications

(73 citation statements)

References 63 publications

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“…This agrees with the findings of Halbert et al, 18 who reported that medical students have chosen to remain on clinical placements, even though they had concerns about their personal safety. Also, this is congruent with a study from the same university by Atwa et al, 6 who reported that both faculty members and medical students were in favor for face-to-face and blended learning compared to online learning in the clinical context.…”

Section: Discussionsupporting

confidence: 88%

“…Armstrong-Mensah et al 22 found that students were still motivated to learn and to complete their assessments and assignments on time in distance online learning during the COVID-19 pandemic. Also, Atwa et al 6 reported in their study that most of the students felt actively engaged in online lessons during the pandemic and they could also collaborate with other students, which was also found in this study. As well, Kumar et al, 23 found that interactivity among students during online sessions could be maintained, as reported by most of the teachers in their study.…”

Section: Discussionsupporting

confidence: 83%

“…This agrees with the results of similar studies that indicated that online learning is not effective in acquiring technical skills and procedures. 6 , 11 , 20 , 21 …”

Section: Discussionmentioning

confidence: 99%

“…This suspension extended to more hospitals as the COVID-19 pandemic continued to develop, which led to clinical medical students receiving reduced exposure in different specialties, causing a detrimental effect to medical students' performance and competency. [6][7][8][9] E-learning satisfaction levels were better among developed countries compared to developing countries. While a USA study found that overall student performance with respect to generating and researching learning issues was similar between online and in-person problem based-learning (PBL) sessions, 10 another study from Pakistan and KSA found that the majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills and revealed that as the COVID-19 lockdown eases, there will be a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended.…”

Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

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Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Hassan¹,

El-Agroudy²,

Shehata³

et al. 2022

AMEP

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Background The COVID-19 pandemic had serious implications on medical schools’ programs that necessitated lots of adaptations of teaching, learning, and assessment to guarantee continuity of education in medical schools. Our study aimed to evaluate perspectives of clerkship students and faculty members regarding clinical teaching adaptations implemented during the COVID-19 pandemic. Methods A descriptive, cross-sectional, survey-based study was conducted and targeted 5 th and 6 th year clerkship students and full- and part-time clinical faculty. The survey explored (1) perception of the degree of contribution of implemented adaptations to student achievement of expected clinical competencies, (2) degree of confidence regarding students’ achievement of expected clinical competencies through such adaptations, and (3) perception of the effect of implemented educational adaptations on students’ learning. Descriptive statistics were used, and statistical significance level was set at p < 0.05. Results The survey exhibited high internal consistency. Both students and faculty members felt that most of the adaptations had moderate to high contribution to student achievement of expected clinical competencies. On a 5-point scale, the highest score was given by faculty members to “Interpretation of investigations” (3.93±0.84) while the lowest scores were given by faculty members (3.10±1.21) and students (2.57±1.36) to “Performing clinical procedures”. Students and faculty members agreed that the adaptations had positive effect on students’ learning except for the statement “Students were able to easily monitor their academic progress” where students gave less scores than faculty members, with a statistically significance difference (p=0.029). Conclusion Students and faculty members had similar perspectives regarding the implemented adaptations and their impact and contribution to student learning and achievement of the basic clinical competencies. Both of them agreed on the need for and importance of the implemented adaptations. Our findings recommend such adaptations during the times of crises, which can be conducted through integrating online teaching with face-to-face teaching.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 83%

“…This agrees with the results of similar studies that indicated that online learning is not effective in acquiring technical skills and procedures. 6 , 11 , 20 , 21 …”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Hassan¹,

El-Agroudy²,

Shehata³

et al. 2022

AMEP

Self Cite

View full text Add to dashboard Cite

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Medical students' perceptions and performance in an online regional anatomy course during the Covid‐19 pandemic

Zhang

Zilundu

et al. 2022

Anatomical Sciences Ed

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The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05).Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort.The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.

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Chinese anatomy educators' perceptions of blended learning in anatomy education: A national survey in the post‐COVID‐19 era

Cheng,

Xu,

Tang

et al. 2023

Anatomical Sciences Ed

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Blended learning, which combines face‐to‐face lectures with online learning, has emerged as a suitable teaching approach during the COVID‐19 pandemic. This study used a national survey of anatomy educators in Mainland China to evaluate the changes in the implementation of blended learning in anatomical pedagogy. A total of 297 responses were collected from medical schools across all provinces. Respondents included 167 males and 130 females, with an average age of 44.94 (±8.28) and average of 17.72 (±9.62) years of professional experience. The survey showed adoption of online teaching and assessment by Chinese anatomy educators increased by 32.7% and 46.8%, respectively, compared to pre‐pandemic levels. Perceptions of blended learning outcomes varied, with 32.3% and 37% educators considering it superior and inferior to traditional teaching, respectively. Faculty training programs related to blended learning increased significantly, fostering a collaborative learning environment; however, challenges remained in achieving satisfactory online assessment outcomes. Anatomy educators' attitudes reflected a strong preference for classroom learning (4.941 ± 0.856) and recognition of the importance of relevant technology (4.483 ± 0.954), whereas online learning received lower acceptance (4.078 ± 0.734). Female anatomy teachers demonstrated effective time management in online teaching. Meanwhile, educators with over 15 years of experience encountered difficulties with relevant technology, consistent with negative attitudes toward blended learning. Overall, this survey highlights the persistent challenges in implementing blended learning in anatomy education and provides insights for enhancing the pedagogical model in the post‐COVID‐19 era.

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Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study

Cited by 84 publications

References 63 publications

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Medical students' perceptions and performance in an online regional anatomy course during the Covid‐19 pandemic

Chinese anatomy educators' perceptions of blended learning in anatomy education: A national survey in the post‐COVID‐19 era

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