Students’ attitudes toward digital learning during the COVID-19 pandemic: A survey conducted following an online course in gynecology and obstetrics

Abstract

Purpose The purpose of this survey was to assess medical students’ opinions about online learning programs and their preferences for specific teaching formats.MethodsBetween May and July 2020, medical students who took an online gynecology and obstetrics course were asked to fill in a questionnaire anonymously. The questionnaire solicited their opinions about the course, the teaching formats used (online lectures, video tutorials featuring real patient scenarios, and online practical skills training), and digital learning in general.Results Of 103 students, 98 (98 %) submitted questionnaires that were included in the analysis. Eighty-four (86 %) students had no problem with the online course and 70 (72 %) desired more online teaching in the future. Thirty-seven (38 %) respondents preferred online to traditional lectures. Seventy-two (74 %) students missed learning with real patients. All digital teaching formats received good and excellent ratings from >80 % of the students.ConclusionThe survey results reflect medical students’ broad acceptance of the online course and indicate that digital learning options can partially replace conventional face-to-face teaching. Especially for theoretical content, such as that taught via lectures, online teaching might be an alternative or complement to traditional education. In contrast, skill development and the application of practical knowledge still need a patient-centered structure.

‘Hold the course(s)!’ – a qualitative interview study of the impact of pandemic-triggered contact restrictions on online instruction in community-based family medicine teaching

“…Medical students in the interviews and other research described the lack of hands-on teaching as the greatest downside of the digital shift (13,23,34), highlighting the need for critical evaluation of newly digitized courses (14,29). From the initial, more reactiondriven stages, participants voiced increasing insecurity and frustration during the third and fourth stages of the transformation, which is consistent with several case reports (2,21,40,60).…”

“…The case write-up did not provide any opportunity for communication exchange between the stakeholders. The preference of bed-side teaching has been described by both educators and medical students, mainly due to personal and emotional engagement and direct feedback (9,14,48,54).…”

“…The sudden introduction of digital-only teaching as a reaction to contact restrictions affected stakeholders differently: Medical students, while least challenged by new digital tools and most positive toward the methods (14), were affected by the sudden shift toward digital-only teaching and the uncertainty related to their lectures and courses. As other research has shown, participants of our study identified aggravated social disparities for students (37)(38)(39) and increased pressures (35,36).…”

“…Various authors reported their initial concerns were reduced after using digital formats (10)(11)(12). Other concerns, such as the difficulty of achieving meaningful feedback without face-to-face contact, were confirmed (13)(14)(15).…”

“…Students found that online instruction had the potential to support individual learning and promoted learner engagement (26)(27)(28). They evaluated the digital formats positively for the transfer of theoretical knowledge (29,30) while also pointing out deficiencies in practical content and applicability to clinical practice (14,15). The effects of online instruction on the learning process were rated overall as beneficial (31,32).…”