E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic

Background: E-learning is increasingly used during the COVID-19 pandemic, however the impact of this change on students is not known. This study aimed to evaluate perception and satisfaction of health sciences students towards E-learning during the COVID-19 lockdown. Methods: A structured questionnaire was distributed to 2000 health care students either through email or social media platforms. The questionnaire was divided into two sections: the first section addressed demographic information such as age, education level, course of study, number of lectures attended and country. The second section gathered information on perception and satisfaction of students using 13 close-ended questions. Frequencies and percentages were assessed for demographic data, perception and satisfaction level of students. The paired sample t-test, independent t test and Spearman correlation were applied to evaluate statistical significance between different variables of the study. A p-value of <0.05 was considered significant. Results: Data from 1255 participants were included at a response rate of 66.4%. More than one third (37%) of the students took 25 or more online E-learning sessions and 47% preferred Zoom as an online platform. Participants belonged to 11 countries from developed and developing nations. 41% reported interference of E-learning due to network problems. 60% considered that clinical and practical skills are best learned in clinics and laboratories. More than one third of the students preferred classroom teaching and 34% of the students did not feel confident enough to take exit exams after E-learning sessions. Conclusion: E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Self-perceived competency of the medical faculty for E-Teaching during the COVID-19 pandemic.

BACKGROUND: The aim of this study was to evaluate the self-perceived competency (FSPC) of medical faculty in E-Teaching and support received during the COVID-19 pandemic. METHODS: An online well-structured and validated faculty self-perceived competency questionnaire was used to collect responses from medical faculty. The questionnaire consisted of four purposely build sections on competence in student engagement, instructional strategy, technical communication and time management. The responses were recorded using a Likert ordinal scale (1-9). The Questionnaire was uploaded at www.surveys.google.com and the link was distributed through social media outlets and e-mails. Descriptive statistics and Independent paired t-test were used for analysis and comparison of quantitative and qualitative variables. A p-value of ≤0.05 was considered statistically significant. RESULTS: A total of 738 responses were assessed. Nearly 54% (397) participants had less than 5 years of teaching experience, 24.7% (182) had 6-10 years and 11.7% (86) had 11-15 years teaching expertise. 75.6% (558) respondents have delivered online lectures during the pandemic. Asynchronous methods were used by 61% (450) and synchronous by 39% (288) of participants. Moreover, 22.4% (165) participants revealed that their online lectures were evaluated by a structured feedback from experts, while 38.3% participants chose that their lectures were not evaluated. A significant difference (p < 0.01) was found between FSPC scores and online teaching evaluation by experts. The mean score of FSPC scale was 5.62±1.15. The mean score for student's engagement, instructional strategies, technical communication and time management were of 5.18±1.60, 5.67±1.61, 5.49±1.71 and 6.12±1.67 respectively. CONCLUSIONS: Medical faculty members were found somewhat competent in E-teaching for student engagement, instructional strategy, technical communication and time management skills. Faculty receiving feedback was more competent in comparison to peers teaching without feedback.