The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students' perspectives
The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students' perspectives
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DOI：
10.1186/s12909-020-02208-z
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发表时间：
2020-08-28
影响因子：
3.6
通讯作者：
Al-Wutayd, Osama
中科院分区：
文献类型：
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作者：
Khalil, Rehana;Mansour, Ali E.;Al-Wutayd, Osama
背景由于持续的COVID-19疫情，沙特阿拉伯王国的教育活动关闭，导致传统学习计划外转移到专门涉及数字教学和学习的设置。在此背景下，本研究旨在探讨本科医学生的看法，同步在线学习的有效性，在Unaizah医学和医学科学学院，Qassim大学，沙特阿拉伯。方法采用质性研究方法，采用虚拟焦点小组讨论，并辅以由7个开放式问题组成的讨论指南。总的来说，60名医学生使用最大变异抽样技术招募;这些学生然后参加了八个焦点小组讨论。所有的访谈都被记录下来，逐字转录，并使用标准（Mayring，Kiger. M. e.和Braun. V）内容分析框架。结果主题内容分析产生了四个核心主题：（1）教育影响，（2）时间管理，（3）遇到的挑战，（4）对未来的偏好。在线方式受到了广泛的欢迎，所有参与者都同意在线课程节省了时间，而且由于时间的利用率提高，他们的成绩也得到了提高;但是，他们表示，他们在课程和在线考试期间遇到了一些挑战，包括方法、内容感知、技术和行为方面的挑战。大多数临床前学生在即将到来的学年更喜欢在线学习。结论医学生对同步网络课堂的接受度较高。这对医学教育的未来具有重要的和有希望的潜力。应严格定期评估在线学习模式的原则和学习成果，以监测其有效性。
Background The closure of educational activities in the Kingdom of Saudi Arabia due to the ongoing COVID-19 pandemic resulted in an unplanned shift from traditional learning to a setup that exclusively involves digital teaching and learning. Within this context, the present study aimed to explore undergraduate medical students' perceptions regarding the effectiveness of synchronized online learning at Unaizah College of Medicine and Medical Sciences, Qassim University, Saudi Arabia. Methods A qualitative study was conducted using virtual focus group discussions synchronously with the help of a discussion guide consisting of seven open-ended questions. Overall, 60 medical students were recruited using a maximum variation sampling technique; these students then participated in eight focus group discussions. All interviews were recorded, transcribed verbatim, and analyzed for thematic contents using the standard (Mayring, Kiger. M. E. and Braun.V) content analysis framework. Results A thematic content analysis yielded four core themes: (1) educational impact, (2) time management, (3) challenges encountered, and (4) preferences for the future. The online modality was well-received, and all participants agreed that online sessions were time saving and that their performance was improved due to enhanced utility of time; however, they indicated that they encountered some challenges, including methodological, content perception, technical, and behavioral challenges during sessions and online exams. Most of the preclinical students preferred online learning for the upcoming academic years. Conclusion Synchronized online classes were well-accepted by the medical students. This represents significant and promising potential for the future of medical education. The principles of the online learning model and learning outcomes should be rigorously and regularly evaluated to monitor its effectiveness.