Medical Students' Perceptions Towards Online Teaching During the Covid-19 Pandemic: A Cross-Sectional Study from Saudi Arabia

• Published in: Advances in medical education and practice Vol. 14; pp. 407 - 419
• Main Authors: Dergham, Pauline, Saudagar, Farhat N I, Jones-Nazar, Catrin C, Hashim, Sara A, Saleh, Khaldoon, Mohammedhussain, Alea A, Wafai, Sumaya A, Madadin, Mohammed
• Format: Journal Article
• Language: English
• Published: New Zealand Dove Medical Press Limited 01-01-2023; Dove; Dove Medical Press
• Subjects: barriers; covid-19; Distance education; Education, Higher; Epidemics; Exercise; medical education; Medical students; Original Research; remote learning; Saudi Arabia; Social aspects; social impact; Saudi Arabia; COVID-19; social impact; barriers; remote learning; medical education
• DOI: 10.2147/AMEP.S396912
• EISSN: 1179-7258

The Covid-19 has made a huge impact on higher education. Online teaching and learning became essential to deliver educational activities in all areas including medical education. In this study, we aimed to investigate medical students' perceptions on the role of online teaching and learning in facilitating medical education.
A cross-sectional study using a self-administered online questionnaire was conducted. Students eligible were medical students across all years at Imam Abdulrahman Bin Faisal University, Saudi Arabia. Perceptions analysis was conducted using SPSS software.
A total of 563 students participated in the study (prominent category female 64%, n = 361). There was a significant increase in the number of hours devoted to online learning during the pandemic. Live lectures/tutorials platform via zoom showed the highest rate of interaction compared to pre-recorded lectures and learning materials uploaded on blackboard. 50% of the students disagreed that online teaching is as effective as face-to-face teaching. The greatest perceived enjoyable aspect included the online accessibility of materials. Whereas the most frequent perceived barrier to online learning included internet connection. 17% of students reflected a poor understanding of scientific materials through online PBL. More than 50% of students revealed that online theoretical lectures are as good as classroom or better. Whereas the majority (70%) were unable to learn clinical skills online. The results indicated high impact on students' physical activities (80%). Impacts were higher on pre-clinical students' health and social life than on clinical students.
Our findings reported that during emergency situations due to the pandemic, online teaching enables the continuity of medical education and provides adequate efficiency. The use of live online platforms showed high level of interaction. However, some barriers need to be addressed especially at the clinical skills development level to maximize the benefit of online teaching and learning.