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Online family medicine training amid the COVID-19 crisis in KSA: A mixed-method study

OBJECTIVE: Literature on the perceptions and experiences of postgraduate trainees and trainers regarding online methods of learning is scarce. We aimed to assess the perceptions and experiences of family medicine trainees and trainers regarding online learning during the novel coronavirus (COVID-19)...

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Autores principales: Rabbani, Unaib, Sulaiman, Amel A., Aldrees, Anas M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taibah University 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8782279/
https://www.ncbi.nlm.nih.gov/pubmed/35095382
http://dx.doi.org/10.1016/j.jtumed.2021.12.001
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author Rabbani, Unaib
Sulaiman, Amel A.
Aldrees, Anas M.
author_facet Rabbani, Unaib
Sulaiman, Amel A.
Aldrees, Anas M.
author_sort Rabbani, Unaib
collection PubMed
description OBJECTIVE: Literature on the perceptions and experiences of postgraduate trainees and trainers regarding online methods of learning is scarce. We aimed to assess the perceptions and experiences of family medicine trainees and trainers regarding online learning during the novel coronavirus (COVID-19) pandemic in Qassim, KSA. METHODS: This was a mixed-method study involving trainees and trainers at the Family Medicine Academy, Qassim. Quantitative data were collected using structured questionnaires from 36 trainees and 26 trainers. Qualitative data were collected through in-depth interviews with trainees (n = 4) and trainers (n = 3). Descriptive analysis was performed on the quantitative data, while thematic analysis was performed on the qualitative data. RESULTS: Among the trainees, 39% perceived online learning to be less effective than traditional classroom learning. Moreover, 61% and 64% of the respondents were concerned about the motivation and quality of online learning, respectively. Lack of direct contact with other students was the most commonly perceived concern among 80% of trainees. Among the trainers, the majority were either dissatisfied or neutral about participation and interaction, speakers’ and students’ motivation, the quality of online learning, and the online teaching experience. Qualitative data showed that online methods provide the advantages of learning from other institutions and flexibility, as well as a viable alternative during crises. However, there were issues with interaction, participation, and trainers’ online teaching skills. CONCLUSION: Online learning has provided an opportunity to continue training during the COVID-19 crisis. However, there are widespread concerns regarding its effectiveness among trainees and trainers. There is a need to train trainers in online teaching and adopt interactive methods to increase trainees’ interaction, motivation, and participation.
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spelling pubmed-87822792022-01-24 Online family medicine training amid the COVID-19 crisis in KSA: A mixed-method study Rabbani, Unaib Sulaiman, Amel A. Aldrees, Anas M. J Taibah Univ Med Sci Original Article OBJECTIVE: Literature on the perceptions and experiences of postgraduate trainees and trainers regarding online methods of learning is scarce. We aimed to assess the perceptions and experiences of family medicine trainees and trainers regarding online learning during the novel coronavirus (COVID-19) pandemic in Qassim, KSA. METHODS: This was a mixed-method study involving trainees and trainers at the Family Medicine Academy, Qassim. Quantitative data were collected using structured questionnaires from 36 trainees and 26 trainers. Qualitative data were collected through in-depth interviews with trainees (n = 4) and trainers (n = 3). Descriptive analysis was performed on the quantitative data, while thematic analysis was performed on the qualitative data. RESULTS: Among the trainees, 39% perceived online learning to be less effective than traditional classroom learning. Moreover, 61% and 64% of the respondents were concerned about the motivation and quality of online learning, respectively. Lack of direct contact with other students was the most commonly perceived concern among 80% of trainees. Among the trainers, the majority were either dissatisfied or neutral about participation and interaction, speakers’ and students’ motivation, the quality of online learning, and the online teaching experience. Qualitative data showed that online methods provide the advantages of learning from other institutions and flexibility, as well as a viable alternative during crises. However, there were issues with interaction, participation, and trainers’ online teaching skills. CONCLUSION: Online learning has provided an opportunity to continue training during the COVID-19 crisis. However, there are widespread concerns regarding its effectiveness among trainees and trainers. There is a need to train trainers in online teaching and adopt interactive methods to increase trainees’ interaction, motivation, and participation. Taibah University 2022-01-21 /pmc/articles/PMC8782279/ /pubmed/35095382 http://dx.doi.org/10.1016/j.jtumed.2021.12.001 Text en © 2022 [The Author/The Authors] https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
spellingShingle Original Article
Rabbani, Unaib
Sulaiman, Amel A.
Aldrees, Anas M.
Online family medicine training amid the COVID-19 crisis in KSA: A mixed-method study
title Online family medicine training amid the COVID-19 crisis in KSA: A mixed-method study
title_full Online family medicine training amid the COVID-19 crisis in KSA: A mixed-method study
title_fullStr Online family medicine training amid the COVID-19 crisis in KSA: A mixed-method study
title_full_unstemmed Online family medicine training amid the COVID-19 crisis in KSA: A mixed-method study
title_short Online family medicine training amid the COVID-19 crisis in KSA: A mixed-method study
title_sort online family medicine training amid the covid-19 crisis in ksa: a mixed-method study
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8782279/
https://www.ncbi.nlm.nih.gov/pubmed/35095382
http://dx.doi.org/10.1016/j.jtumed.2021.12.001
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