Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan.
Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan.
复制标题
Covid-19爆发期间的远程教育：约旦北部的医学生之间的一项横断面研究。
DOI：
10.1016/j.amsu.2020.09.036
复制
发表时间：
2020-11
期刊：
影响因子：
--
通讯作者：
Tawalbeh LI
中科院分区：
文献类型：
--
作者：
Sindiani AM;Obeidat N;Alshdaifat E;Elsalem L;Alwani MM;Rawashdeh H;Fares AS;Alalawne T;Tawalbeh LI
鉴于新出现的 COVID-19 大流行及其对全球日常活动的重大影响，为了抗击这一大流行，必须改变许多规则。约旦和全球各地开始实行封锁，影响了生活的多个方面，包括经济、教育、娱乐和政府政策。在教育方面，首要任务是确保教育过程的安全和进展。因此，约旦科技大学 (JUST) 医学院必须采用在线学习的新教学方法。这项研究的目的是评估（1）课堂体验（2）学生和讲师的互动（3）在线学习的优点和缺点（4）学生的偏好。进行了一项横断面研究，使用方便抽样技术通过 Google Forms 平台上的由 18 个问题组成的调查来收集参与者的数据。链接已通过约旦科技大学医学生的电子学习帐户发送给他们（n = 3700）。该表格的有效期为2020年5月22日至2020年5月30日，为期8天。使用SPSS V 23进行数据分析。3700名学生中有2212人回答，其中（55.8%）为基础年级，（44.2%）为临床年级。 (55.8%)的学生在3周后开始在线授课。 (45.7%)使用混合教学方式(异步和同步)，(31.4%)使用直播课，22.8%使用录播课。 Zoom 是最常用的平台。临床学生和基础学生的（48.7%）和（57%）表示他们的互动不好，而其他学生则表示互动良好和优秀。保持社交距离是在线教学的最大优势，而技术设置差和没有直接接触是最劣势，此外，无法获得真正的临床访问是临床学生的一个重大问题（p < .001）。就学生的偏好而言，75%的学生对自己的体验不满意，42%的学生更喜欢将在线学习与传统学习结合起来。 JUST 的大多数医学生更喜欢传统的面对面教学方法，而不是单独的在线教学方法，并建议转换为更加一体化的教育系统。此外，还应建立完善的网络教学基础设施。相比网络教学，学生更喜欢传统教学。 43.9%的临床组学生认为无法进入临床是使用在线学习的主要障碍。疫情前接受过在线学习的学生对在线体验更加满意。在线学习有助于保持学生之间的社交距离。
In the spot of the new emerging COVID-19 pandemic and its major impact worldwide on day-to-day activities many rules had to be changed in order to fight this pandemic. Lockdown started in Jordan and around the globe affecting several aspects of life including economy, education, entertainment, and government policies. Regarding education, the priority was to ensure the safety and progress of the educational process. Thus, new methods of teaching had to be applied using the online learning at Jordan University of Science and Technology (JUST), Faculty of Medicine. This study was done to assess (1) Class Experience (2) Students and Lecturers' Interaction (3) Online Learning Advantages & Disadvantages (4) Students’ Preference. A cross sectional study was conducted Convenience sampling technique was used to collect the data from the participants using a survey composed of 18 questions on Google Forms platform. A link was sent to the undergraduate medical students at the Jordan University of Science & Technology via their e-learning accounts (n = 3700). The form was available from May 22nd, 2020 to May 30th, 2020 for 8 days long. Data analysis was done using SPSS V 23. 2212 out of 3700 students responded, (55.8%) of them were in the basic years and (44.2%) of them were in the clinical years. (55.8%) of students started to take online lectures after 3 weeks. (45.7%) used the hybrid teaching method (asynchronous and synchronous), (31.4%) used live classes, and 22.8% recorded classes. Zoom was the most used platform. (48.7%) and (57%) of clinical students and basic students express their interaction as bad, while the others had good and excellent interaction. Maintaining social distance was the most advantage of online teaching, while poor technical setup and no direct contact were the most disadvantage, furthermore inability to have real clinical access was a significant problem for clinical students (p < .001). With reference to students’ preferences 75% of students were not pleased with their experience and 42% of students prefer to integrate online learning with traditional learning. Most medical students at JUST preferred the traditional face-to-face teaching method over the solo online teaching methods with recommendations to convert to a more integrated educational system. Also, a well-established infrastructure should be done in involving online teaching. The traditional teaching is preferred more than the online one among the students. 43.9% of clinical group students believe that inability to have clinical access is a major obstacle when using the online learning. Students who had underwent online learning before the pandemic are more pleased with their online experience. Online learning helps maintaining social distance among students.
登录
查看更多内容
DOI：
10.5435/jaaos-d-20-00292
发表时间：
2020-06-01
影响因子：
3.2
作者：
Kogan, Monica;Klein, Sandra E.;Nolte, Michael T.
通讯作者：
Nolte, Michael T.
影响因子：
4.7
作者：
Friedman CP;Donaldson KM;Vantsevich AV
通讯作者：
Vantsevich AV
影响因子：
10.7
作者：
Deming, David J.;Goldin, Claudia;Yuchtman, Noam
通讯作者：
Yuchtman, Noam
影响因子：
1.2
作者：
Hamilton, Leslie A.;Suda, Katie J.;Franks, Andrea S.
通讯作者：
Franks, Andrea S.
影响因子：
3.3
作者：
Margolis, Amanda R.;Porter, Andrea L.;Pitterle, Michael E.
通讯作者：
Pitterle, Michael E.