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

BMC Medical Education

Research

Josselinne Toirkens-Niklitschek¹  Catherine Jara-Reyes²  Camila Spormann-Romeri³  Juan Carlos Briede-Westermeyer⁴  Ximena Paredes-Villarroel⁵  Mildred Lopez⁶  Marcos Rojas-Pino⁷  Marjorie Baquedano-Rodríguez⁸  Mary Jane Schilling-Norman⁸  Débora Alvarado-Figueroa⁸  Cristhian Pérez-Villalobos⁸  Paula Parra-Ponce⁸  Juan Ventura-Ventura⁹  Isidora Castillo-Rabanal^1,10 

[1] Academic and Social-Emotional Accompaniment Directorate, Universidad Catolica de Temuco, Temuco, Chile;Biomedical Department, Faculty of Health Sciences, Universidad de Antofagasta, Antofagasta, Chile;Coordination of educational management in health (CGES), Department of Health, Universidad de Los Lagos, Osorno, Chile;Department of Engineering Design, Universidad Técnica Federico Santa María, Valparaíso, Chile;Department of Health Sciences, Universidad de Aysén, Coyhaique, Chile;Escuela de Medicina y Ciencias de la Salud, Tecnologico de Monterrey, Monterrey, Mexico;Graduate School of Education, Stanford University, Stanford, USA;Medical Education Department, School of Medicine, Universidad de Concepción, Concepción, Chile;Medical Technology Department, School of Medicine, Universidad de Tarapacá, Arica, Chile;University College London, London, UK;

关键词: Online education;    Social support;    Pandemics;    Medical students;    Online teaching;    E-learning;    COVID-19;    Structural equation modeling;   

DOI  :  10.1186/s12909-023-04011-y

 received in 2022-07-26, accepted in 2023-01-06,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundUniversities’ 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.MethodWe 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.ResultsLive 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.ConclusionResults 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.

【 授权许可】

CC BY   
© The Author(s) 2023

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