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Student perceptions towards online learning in medical education during the COVID-19 pandemic: a mixed-methods study
Background: This mixed-methods study was undertaken to ascertain undergraduate medical students’ perceptions of remote learning following the COVID-19 restrictions. 545 students participated in this study. Methods: Data was collected using a validated questionnaire and four focus group discussions....
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
F1000 Research Limited
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9880340/ https://www.ncbi.nlm.nih.gov/pubmed/36761835 http://dx.doi.org/10.12688/f1000research.123582.1 |
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author | Barche, Apurv Nayak, Veena Pandey, Arvind Bhandarkar, Ajay nayak, Shalini G Nayak, Kirtana |
author_facet | Barche, Apurv Nayak, Veena Pandey, Arvind Bhandarkar, Ajay nayak, Shalini G Nayak, Kirtana |
author_sort | Barche, Apurv |
collection | PubMed |
description | Background: This mixed-methods study was undertaken to ascertain undergraduate medical students’ perceptions of remote learning following the COVID-19 restrictions. 545 students participated in this study. Methods: Data was collected using a validated questionnaire and four focus group discussions. Results: Regarding recorded lectures, the quantitative findings indicated that they were important during online learning and the qualitative findings explained that the recorded lectures enabled individual students to pace and customize their learning. The majority of the students agreed that recorded lectures were relevant to their learning, though they watched less than 50% of recorded lectures. Qualitative findings described procrastination as the rationale for not watching the videos. The online live lectures had a relatively higher percentage of contribution towards learning in comparison with instructor recorded video lectures. Students were more engaged with live lectures, and 63.3% of respondents agreed. Qualitative findings confirmed the opportunities for interacting with peers and better clarification of doubts by teachers during live lectures. Conclusions: Online learning with recorded and live lectures provided continuity in medical education during the COVID-19 pandemic. When compared to recorded video lectures, synchronous live lectures were regarded as superior by students largely due to the opportunity to directly communicate with the instructor and receive quick feedback. |
format | Online Article Text |
id | pubmed-9880340 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | F1000 Research Limited |
record_format | MEDLINE/PubMed |
spelling | pubmed-98803402023-02-08 Student perceptions towards online learning in medical education during the COVID-19 pandemic: a mixed-methods study Barche, Apurv Nayak, Veena Pandey, Arvind Bhandarkar, Ajay nayak, Shalini G Nayak, Kirtana F1000Res Research Article Background: This mixed-methods study was undertaken to ascertain undergraduate medical students’ perceptions of remote learning following the COVID-19 restrictions. 545 students participated in this study. Methods: Data was collected using a validated questionnaire and four focus group discussions. Results: Regarding recorded lectures, the quantitative findings indicated that they were important during online learning and the qualitative findings explained that the recorded lectures enabled individual students to pace and customize their learning. The majority of the students agreed that recorded lectures were relevant to their learning, though they watched less than 50% of recorded lectures. Qualitative findings described procrastination as the rationale for not watching the videos. The online live lectures had a relatively higher percentage of contribution towards learning in comparison with instructor recorded video lectures. Students were more engaged with live lectures, and 63.3% of respondents agreed. Qualitative findings confirmed the opportunities for interacting with peers and better clarification of doubts by teachers during live lectures. Conclusions: Online learning with recorded and live lectures provided continuity in medical education during the COVID-19 pandemic. When compared to recorded video lectures, synchronous live lectures were regarded as superior by students largely due to the opportunity to directly communicate with the instructor and receive quick feedback. F1000 Research Limited 2022-08-25 /pmc/articles/PMC9880340/ /pubmed/36761835 http://dx.doi.org/10.12688/f1000research.123582.1 Text en Copyright: © 2022 Barche A et al. https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Research Article Barche, Apurv Nayak, Veena Pandey, Arvind Bhandarkar, Ajay nayak, Shalini G Nayak, Kirtana Student perceptions towards online learning in medical education during the COVID-19 pandemic: a mixed-methods study |
title | Student perceptions towards online learning in medical education during the COVID-19 pandemic: a mixed-methods study |
title_full | Student perceptions towards online learning in medical education during the COVID-19 pandemic: a mixed-methods study |
title_fullStr | Student perceptions towards online learning in medical education during the COVID-19 pandemic: a mixed-methods study |
title_full_unstemmed | Student perceptions towards online learning in medical education during the COVID-19 pandemic: a mixed-methods study |
title_short | Student perceptions towards online learning in medical education during the COVID-19 pandemic: a mixed-methods study |
title_sort | student perceptions towards online learning in medical education during the covid-19 pandemic: a mixed-methods study |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9880340/ https://www.ncbi.nlm.nih.gov/pubmed/36761835 http://dx.doi.org/10.12688/f1000research.123582.1 |
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