Well-being variations on students of health sciences related to their learning opportunities, resources, and daily activities in an online and on-crisis context: a survey-based study

Abstract

Background Universities’ training process intensely relies on face-to-face education. The COVID-19 pandemic interrupted it and forced them to reinvent their process online. But this crisis seems not to be the last we will face, and we take it as a lesson to prepare for future crises. These critical contexts are especially challenging because they imply changing teaching strategies, and students may not have the technology access or the living conditions to connect as they need. They also lived through a pandemic where the virus and the life changes added stress to their learning process and threatened their well-being. So, this study aims to analyze how well-being variations reported by Health sciences students relate to their learning opportunities, access conditions, and daily activities. Method We surveyed 910 Health sciences students from six different Chilean universities at the end of the first semester of 2020, the first in pandemic conditions. Respondents answered online questionnaires about 1) Remote teaching activities, 2) Learning resources availability, 3) Daily life activities, and 4) Well-being changes. We performed descriptive analysis and Structural Equation Modelling. Results Live videoconference classes were the most frequent teaching activity; only a third of the students had quiet spaces to study online, and most had to housekeep daily. More than two third reported some well-being deterioration. The structural equation model showed a good fit. Conclusion Results show an online learning scenario that tries to emulate traditional learning focusing on expositive strategies. Most students reported that their well-being deteriorated during the semester, but tutorials, workplace availability, and social support were protective factors.

Development and validation of the Environmental Confinement Stressors Scale (ECSS-20)

“…These events, marked by critical sociopolitical dynamics and needs for rapid adaptation, present a fertile ground to assess variations in subjective well-being, coping, and fields of spatial justice and habitability ( Astudillo Pizarro and Sandoval Díaz, 2019 ; Sandoval-Díaz et al, 2021 , 2022 , 2024 ). Moreover, employability circumstances such as job loss or absence, or significant changes in work conditions, as well as the loss of daily social activities and hospitalizations, are critical areas where the ECSS-20 could reveal significant impacts on mental and physical health ( Bahamondes-Rosado et al, 2023 ; Pérez-Villalobos et al, 2023 ). It is also advisable to explore how the ECSS-20 functions across different cultures and countries, as stress and its perception can vary considerably among different environments and populations ( Tasnim et al, 2024 ; Tonon et al, 2024 ).…”

Bridging Success and Well-being: Insights from B40 University Students

“…For instance, an online learning scenario that tries to emulate traditional learning focuses on expository strategies. Most students reported that their well-being deteriorated during the semester, but tutorials, workplace availability, and social support were protective factors (Pérez-Villalobos et al, 2023). There are many different types of learning methodologies, such as project-based learning, and students who are typically not accustomed to this structure are encouraged to take charge of their learning by talking with peers and other individuals about the advice they receive, the experiences they limit, and/or the opportunities they had to try something new (Konrad et al, 2021).…”

Perception of Students and Teachers Regarding Online Teaching-learning During Covid-19 at University Level

“…Institutions must have clear policies on online teaching-learning, ISSN: 2582-0974 [15] including expectations for teachers and students, assessment strategies, and technical support. Additionally, institutions must provide adequate resources and training for teachers to effectively teach online [23].…”