Analysis of female pre-clinical students’ readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation

BMC Medical Education

Research

Raja El Hasnaoui¹  Najwa Abdur Rashid¹  Kavitha Ganesh¹  Rasha Assiri¹  Mary Anne W. Cordero¹ 

[1] College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, 11671, Riyadh, Saudi Arabia;

关键词: Online learning;    Face-to-face learning;    Online learning readiness;    Practical skills;    Academic performance;   

DOI  :  10.1186/s12909-023-04503-x

 received in 2022-10-20, accepted in 2023-07-07,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundThe acceptance of online courses by medical and dental students, especially during the coronavirus disease 2019 crisis, is substantial, as reported in various studies. However, the unfavourable online learning experiences of the students during the pandemic were also highlighted. As the teaching-learning process is returning to the “new normal,“ it is necessary to identify online learning domains implemented during the pandemic crisis that may be applied in pre-clinical courses in the future.MethodsA validated Student Online Learning Readiness questionnaire assessed pre-clinical students’ online learning competence. Students’ academic performance in face-to-face post-pandemic was compared with their performance in online settings during the pandemic crisis. Students’ satisfaction with online learning was evaluated using a self-made survey questionnaire. Descriptive statistics, the t-test, and multiple regression analysis were used to analyze the data gathered with a p-value ≤ 0.05 considered statistically significant.ResultsExcept for social skills with classmates and groupmates, in which 47.5% of respondents indicated unreadiness, most students were prepared for online learning. Theory-wise, online learners outperformed traditional learners, but the difference was insignificant. In contrast, students’ practical skills in face-to-face modality are significantly higher (p = 0.029). Students rated their satisfaction with online learning higher for interactions with instructors and staff and lower for interactions with classmates and group mates and skill acquisition.ConclusionProviding high-quality pre-clinical online teaching was achieved for theoretical components but not practical skills acquisition. Students’ social engagement with peers is one of the key elements crucial to online learning success. Academic leaders and curriculum developers must recognize potential gaps as they transition to online learning.

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

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