Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco.

PURPOSE: Learning motivation is an important factor in the teaching learning process in a digital environment. This study aims to examine self-determined motivation levels and associated factors among health professions students in distance learning activities. METHODS: A cross-sectional, analytical, quantitative, multicenter study was conducted among health professions students from February 15, 2022, to July 31, 2022. Students' self-determined motivation was assessed using a self-administered instrument. It consisted of 16 items categorized into four dimensions: intrinsic motivation, external regulation, identified regulation, and amotivation. It was based on 7-point Likert scale, ranging from 1 (strongly disagree) to 7 (strongly agree). Student engagement was examined using 15 items classified into the following subscales: behavioral, emotional, and cognitive engagement. A correlation between student motivation and engagement was performed. Univariate and multivariate logistic regression analyses were used to identify factors associated with students' self-determined motivation in distance learning activities. RESULTS: Of 1,121 students invited to the study, 1,061 valid questionnaires were received, giving a response rate of 94.6%; 595 participants (56.1%) were self-determined in distance pedagogical activities. Multiple regression analysis showed that ethnicity (adjusted odds ratio [aOR], 0.25; 95% confidence interval [CI], 0.08-0.73; p=0.012), educational level (aOR, 1.65; 95% CI, 1.16-2.34; p=0.005), distance learning environment (aOR, 1.65; 95% CI, 1.19-2.29; p=0.003), and student engagement: (aOR, 2.9; 95% CI, 2.21-3.80; p<0.001) were the significant factors associated with students' self-determined motivation in distance learning. CONCLUSION: This study predicted some factors influencing students' self-determined motivation. Health professions teachers need to be encouraged to adopt effective pedagogical practices in order to maintain and develop student motivation.

Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study

PURPOSE: Distance learning describes any learning based on the use of new multimedia technologies and the internet to allow students to acquire new knowledge and skills at a distance. This study aimed to determine satisfaction levels with distance learning and associated factors among nursing and health technician students during the coronavirus disease 2019 pandemic in Morocco. METHODS: An descriptive study was conducted between April and June 2022 among nursing and health technician students using a self-administered instrument. The student satisfaction questionnaire consists of 24 questions categorized into 6 subscales: instructor, technology, course setup, interaction, outcomes, and overall satisfaction. It was based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Univariate and multivariate logistic regression analyses were conducted to identify factors associated with student satisfaction during distance learning. RESULTS: A total of 330 students participated in this study, and 176 students (53.3%) were satisfied with the distance learning activities. A mean score higher than 2.8 out of 5 was obtained for all subscales. Multiple regression analysis showed that students' year of study (adjusted odds ratio [aOR], 2.34; 95% confidence interval [CI], 1.28­4.27) and internet quality (aOR, 0.47; 95% CI, 0.29­0.77) were the significant factors associated with students' satisfaction during distance learning. CONCLUSION: This study highlights the satisfaction level of students and factors that influenced it during distance learning. A thorough understanding of student satisfaction with digital environments will contribute to the successful implementation of distance learning devices in nursing.

COVID-19 prevention and control interventions: What can we learn from the pandemic management experience in Morocco?

COVID-19 is one of the worst outbreaks in infectious disease history. Through a succession of significant preventative and control interventions, Morocco has accumulated pandemic control experience. This study examines the available evidence on lessons learnt from the COVID-19 pandemic management experience in Morocco. Social lockdown measures have helped restrain the exponential spread of new cases. These interventions appear to be reasonably successful. Their effectiveness must be confirmed by an assessment of other factors. This experience can help all countries develop effective pandemic prevention and control measures.

E-learning in health professions education during the COVID-19 pandemic: a systematic review.

As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students' motivation and engagement during the COVID-19 pandemic.