Lessons Learned from Assessing the Quality of Virtual Learning during the COVID-19 Pandemic: Students’ Perspectives from Zahedan University of Medical Sciences

Document Type : Original Article

Authors

1 Educational Development Center, Zahedan University of Medical Sciences, Zahedan, Iran

2 School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran

3 Department of Community Medicine, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran

4 Pregnancy Health Research Center, Zahedan University of Medical Sciences, Zahedan, Iran

Abstract

Background: The COVID-19 pandemic has led to unprecedented experiences across all facets of life, profoundly affecting medical education and the methodologies employed in teaching and learning. This global health crisis has necessitated significant adaptations within educational frameworks, fundamentally altering how medical training is delivered. The present study aimed to investigate the status of virtual learning from the perspective of students at Zahedan University of Medical Sciences (ZAUMS), Iran.
Methods: In this cross-sectional study, 390 students’ perspectives from five faculties of ZAUMS, were selected using a stratified sampling method from January to February 2023. A 51-item researcher-developed questionnaire with six subscales of teaching method (9 items), professors' interaction (5 items), evaluation (20 items), content delivery (6 items), students' participation (3 items), and infrastructure (8 items) was used to collect the data. Responses were rated using a 5-point Likert scale. Experts confirmed the validity, and its reliability was estimated using Cronbach’s alpha (0.86). Mann-Whitney, Kruskal-Wallis, and Spearman correlation were used to analyze the data in SPSS 22.
Results: The response rate in the study was 92%. The total mean score of the students' perspective was 3.17±0.43. The mean scores across the six evaluated domains were as follows: teaching methods scored 3.03±0.58, professors’ interaction 3.35±0.65, evaluation 3.18±0.43, content delivery 3.22±0.57, students’ participation 2.91±0.69, infrastructure 3.34±0.50. The highest and lowest average scores were related to professors' interaction and students’ participation, respectively. A significant relationship was only found between students' views and gender (t=2.85, P=0.004).  
Conclusion: Students typically regarded virtual learning as quite favorable. However, there is potential to enhance the quality of virtual education, particularly in terms of student engagement. This improvement can be facilitated by incorporating discussion forums and chat rooms, assigning group tasks, developing collaborative projects, and fostering a more engaging learning atmosphere through the use of gamification and simulations.

Highlights

Leila Safabakhsh (Google Scholar)

Afsaneh Karimi (Google Scholar)

Keywords

References

  1. Bindu CN. Impact of ICT on teaching and learning: A literature review. Int J Manag Commer Innov. 2016;4(1):24-31.
  2. Najafi MR, Rahimi H. Predicting innovative academic behavior of students based on thinking skills, teamwork skills and problem solving abilities. Res Med Educ. 2023;15(3):39-50. doi: 10.32592/rmegums.15.3.39. [In Persian]
  3. Houshmandi S, Rezaei E, Hatami J, Molaei B. E-learning readiness among faculty members of medical sciences universities and provide strategies to improve it. Res Dev Med Educ. 2019;8(2):105-12. doi: 10.15171/rdme.2019.020.
  4. Manolis C, Burns DJ, Assudani R, Chinta R. Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory. Learn individ differ. 2013; 23(1): 44-52. doi: 10.1016/j.lindif.2012.10.009.
  5. Mian A, Khan S. Medical education during pandemics: a UK perspective. BMC Med. 2020;18(100):1-2. doi:10.1186/s12916-020-01577-y. PubMed PMID: 32268900; PubMed Central PMCID: PMC7141929.
  6. Prasetyo YT, Roque RAC, Chuenyindee T, Young MN, Diaz JFT, Persada SF, et al., editors. Determining factors affecting the acceptance of medical education elearning platforms during the covid-19 pandemic in the philippines: UTAUT2 Approach. Healthcare. 2021;9(780). doi: 10.3390/healthcare9070780.
  7. Regmi K, Jones L. A systematic review of the factors - enablers and barriers - affecting e-learning in health sciences education. BMC Med Educ. 2020;20(1):91. doi: 10.1186/s12909-020-02007-6. PubMed PMID: 32228560; PubMed Central PMCID: PMC7106784.
  8. Moradi R, Rasouli B. Evaluation of Virtual learning Challenges at COVID-19 Pandemic in Iran: Practical Solutions for Optimal Usage at the Educational System. Interdiscip J Virtual Learn in Med Sci. 2023 Jun 1;14(2):130-45. doi:10.30476/ijvlms.2023.96972.1189.
  9. Georghiou L, Roessner D. Evaluating technology programs: tools and methods. Res Pol. 2000; 29(4-5):657-78. doi: 10.1016/S0048-7333(99)00094-3.
  10. Kerimbayev N. Virtual learning: Possibilities and realization. Educ Inf Technol. 2016; 21:1521–1533. doi:10.1007/s10639-015-9397-1.
  11. Noori A, Kouti L, Akbari F, Assarian M, Rakhshan A, Eslami K. A review on different virtual learning methods in pharmacy education. J pharm care. 2014: 2(2):77-82. Available from: https://jpc.tums.ac.ir/index.php/jpc/article/view/51.
  12. Cheng C, Papadakos J, Umakanthan B, Fazelzad R, Martimianakis MAT, Ugas M, Giuliani ME. On the advantages and disadvantages of virtual continuing medical education: a scoping review. Can Med Educ J. 2023;14(3):41-74. doi: 10.36834/cmej.75681. PubMed PMID: 37465741; PubMed Central PMCID: PMC10351643.
  13. Kalantar M, Arabi Basharic F, Asadi M, Pirabbasi E, Honarmandpour A, Seif F, Jahangirimehr A. Evaluation of the Virtual learning System in Shoushtar Faculty of Medical Sciences during the COVID-19 Pandemic in the year 1400. Med Educ J. 2023; 12: e8.‎ doi: 10.22088/mededj.12.1.8. [In Persian]
  14. Zhalehjoo N, Arabi M, Momeni Z, Akbari Kamrani M, Khalili A, Riahi S, Tahamtani T, Mirlooniya F. Virtual learning status from the perspective of students at Alborz University of Medical Sciences in the Covid-19 pandemic period. J Med Educ Dev. 2021;14(42):37-45.‎ doi: 10.52547/edcj.14.42.37.
  15. Yanson R, Johnson RD. An empirical examination of e-learning design: The role of trainee socialization and complexity in short term training. Comput Educ. 2016;101:43-54. doi: 10.1016/j.compedu.2016.05.010.
  16. Safdari MR, Shekari S, Jafari E, Roshanravan M, Namdar Ahmadabad H. Evaluation of Virtual learnings System from the Viewpoints of Faculty Members and Students in NKUMS during the Pandemic Coronavirus 2019. Horiz Med Educ Dev. 2021;12(2):81-96. doi:10.22038/HMED.2020.51181.1080.
  17. Al-Fraihat D, Joy M, Sinclair J. Evaluating E-learning systems success: An empirical study. Comput human behav. 2020;102:67-86. doi:10.1016/j.chb.2019.08.004.
  18. Azimi, S., Kirilova, G., Soleimani, N. Investigating the effect of self-development on the academic achievement of statistics unit of Iranian-Russian students through mediating the use of distance learning technologies by faculty members. Technology of Education Journal (TEJ). 2020; 14(2):383-92. doi: 10.22061/jte.2019.5053.2161.
  19. Ebrahimi M, Alishah F, Zamanipour F. Identify and analyze the opportunities and challenges of students’ virtual learning. New Educ Approaches. 2021;16(2):15-32. doi:10.22108/NEA.2022.129442.1646.
  20. Ghanbari S, Rezghi Shirsavar H, Ziaee MS, Mosleh M. Evaluating the effectiveness of virtual learning on health care management students. J Healthc Manag. 2019;10(2):49-60. Available from: https://sanad.iau.ir/Journal/jhm/Article/806068. [In Persian]
  21. Waltz CF, Bausell BR. Nursing research: design statistics and computer analysis. Pennsylvania: F.A. Davis Company; 1981.
  22. Lawshe CH. A quantitative approach to content validity. Pers psychol. 1975;28(4).
  23. DeVellis RF, Thorpe CT. Scale development: Theory and applications. London: Sage; 2021.
  24. Fathi Vajargah K, Hasan Pardakhtchi M, Rabeeyi M. Effectiveness evaluation of virtual learning courses in high education system of IRAN (Case of Ferdowsi University). Inf Commun Technol Educ Sci. 2011;1(4):5-21.
  25. Schlenz MA, Schmidt A, Wöstmann B, Krämer N, Schulz-Weidner N. Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): A cross-sectional study. BMC med educ. 2020;20(354):1-7. doi:10.1186/s12909-020-02266-3.
  26. Wade SW, Velan GM, Tedla N, Briggs N, Moscova M. What works in radiology education for medical students: a systematic review and meta-analysis. BMC Med Educ. 2024;24(1):51. doi:

 10.1186/s12909-023-04981-z.

  1. Wasfy NF, Abouzeid E, Nasser AA, Ahmed SA, Youssry I, Hegazy NN, Shehata MHK, Kamal D, Atwa H. A guide for evaluation of online learning in medical education: a qualitative reflective analysis. BMC Med Educ. 2021;21(1):339. doi: 10.1186/s12909-021-02752-2. PubMed PMID: 34112155; PubMed Central PMCID: PMC8190722.
  2. Rajabiian M, Saeedi M, Khakshour A, Saeidi Kh, Alipour-Anbarani M, Jowzi F. Iranian Students’ Satisfaction with Virtual learning during the COVID-19 Pandemic: A Systematic Review. Med Educ Bull 2023; 4(1): 611-25. doi: 10.22034/MEB.2023.387312.1074.
  3. Hayat AA, Keshavarzi MH, Zare S, Bazrafcan L, Rezaee R, Faghihi SA, Amini M, Kojuri J. Challenges and opportunities from the COVID-19 pandemic in medical education: a qualitative study. BMC Med Educ. 2021;21(1):247. doi: 10.1186/s12909-021-02682-z. PubMed PMID: 33926439; PubMed Central PMCID: PMC8082480.
  4. Alsoufi A, Alsuyihili A, Msherghi A, Elhadi A, Atiyah H, Ashini A, Ashwieb A, Ghula M, Ben Hasan H, Abudabuos S, Alameen H, Abokhdhir T, Anaiba M, Nagib T, Shuwayyah A, Benothman R, Arrefae G, Alkhwayildi A, Alhadi A, Zaid A, Elhadi M. Impact of the COVID-19 pandemic on medical education: Medical students' knowledge, attitudes, and practices regarding electronic learning. PLoS One. 2020;15(11):e0242905. doi: 10.1371/journal.pone.0242905. PubMed PMID: 33237962; PubMed Central PMCID: PMC7688124.
  5. Hadian Z, Shahzeydi A, Farzi S, Babaei S. Nursing Students' Experiences of the Advantages and Disadvantages of Virtual learning: "A Qualitative Content Analysis Study. Educ Ethics in Nurs. 2024;13(3-4). doi: 10.22034/ethic.2024.2034668.1081.
  6. Al-Balas M, Al-Balas HI, Jaber HM, Obeidat K, Al-Balas H, Aborajooh EA, Al-Taher R, Al-Balas B. Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Educ. 2020;20(1):341. doi: 10.1186/s12909-020-02257-4. Erratum in: BMC Med Educ. 2020;20(1):513. doi: 10.1186/s12909-020-02428-3. PubMed PMID: 33008392; PubMed Central PMCID: PMC7530879.
  7. Ibrahim NK, Al Raddadi R, AlDarmasi M, Al Ghamdi A, Gaddoury M, AlBar HM, Ramadan IK. Medical students' acceptance and perceptions of e-learning during the Covid-19 closure time in King Abdulaziz University, Jeddah. J Infect Public Health. 2021;14(1):17-23. doi: 10.1016/j.jiph.2020.11.007. PubMed PMID: 33341480; PubMed Central PMCID: PMC7836241.
  8. Ansong E, Boateng R L, Boateng Sh. The nature of E-learning adoption by stakeholder of a university in Africa. E-Learning and Digital Media. 2017; 11(2): 94-105. doi:10.1177/2042753017731235 .
  9. Dung DTH. The advantages and disadvantages of virtual learning. IOSR J Res Method Educ. 2020;10(3):45-8. doi: 10.9790/7388-1003054548.
  10. Khan RA. Stuck in the blend: Challenges faced by students enrolled in blended programs of Masters in Health Professions Education. Pak J Med Sci. 2019;35(4):929. doi: 10.12669/pjms.35.4.12. PubMed PMID: 31372119; PubMed Central PMCID: PMC6659048.
  11. Kaur N, Dwivedi D, Arora J, Gandhi A. Study of the effectiveness of e-learning to conventional teaching in medical undergraduates amid COVID-19 pandemic. Nati J Physiol Pharm Pharmacol. 2020;10(7):563-7. doi: 10.5455/njppp.2020.10.04096202028042020.
  12. Sobaih AEE, Hasanein AM, Abu Elnasr AE. Responses to COVID-19 in higher education: Social media usage for sustaining formal academic communication in developing countries. Sustain. 2020;12(16):6520. doi: 10.3390/su12166520.
  13. Ansari JAN, Khan NA. Exploring the role of social media in collaborative learning the new domain of learning. Smart Learn Environ. 2020;7(1):9. doi: 10.1186/s40561-020-00118-7.
  14. Desalegn AA, Berhan A, Berhan Y. Absenteeism among medical and health science undergraduate students at Hawassa University, Ethiopia. BMC Med Educ. 2014;14:81. doi: 10.1186/1472-6920-14-81. PubMed PMID: 24731511; PubMed Central PMCID: PMC3991889.
  15. Gismalla MD, Mohamed MS, Ibrahim OSO, Elhassan MMA, Mohamed MN. Medical students' perception towards E-learning during COVID 19 pandemic in a high burden developing country. BMC Med Educ. 2021;21(1):377. doi: 10.1186/s12909-021-02811-8. PubMed PMID: 34246254; PubMed Central PMCID: PMC8271314.
  16. Yassini A, Taban M. Study of the effectiveness of virtual learning courses from the perspective of professors and students. Iranian Higher Edu. 2015;7(4):175-200. [In Persian]
  17. Cidral W A, Oliveira T and More. E-learning success determinants: Brazilian empirical study. Computers & Education. 2017; 29(5): 185-196. doi: 10.1016/j.compedu.2017.12.001.
  18. Esmaeeli H, Rahmani S, Kazemi A, Ahmadi MA. Evaluation of E-Learning of the virtual learning program from the student's point of view. Public Manage Res. 2017;39(9):221-41. doi: 10.22111/jmr.2017.3109.
  19. Ikram UZ, Essink-Bot M-L, Suurmond J. How we developed an effective e-learning module for medical students on using professional interpreters. Med Teach. 2015;37(5):422-7. doi: 10.3109/0142159X.2014.939579.
  20. Ota M, Peck B, Porter J. Evaluating a blended online learning model among undergraduate nursing students: A quantitative study. Comput Inform Nurs. 2018;36(10):507-12. doi: 10.1097/CIN.0000000000000456.
  21. González-Gómez F, Guardiola J, Rodríguez ÓM, Alonso MÁ. Gender differences in e-learning satisfaction. Comput Educ. 2012;58(1);283-90. doi: 10.1016/j.compedu.2011.08.017.
  22. Sethi A, Wajid A, Khan A. eLearning: Are We There Yet? Prof Med J. 2019;26(04):632-8. doi: 10.29309/TPMJ/2019.26.04.3367.
  23. Khosravanian Z, Mikaeili F, Asgari Q, Amini M, Motamedi M. Evaluation of virtual learning of parasitology course on satisfaction and learning of students in Shiraz University of Medical Sciences in Covid-19 pandemic using Kirkpatrick's model. Educ Strateg Medi Sci. 2023 Dec 10;16(5):488-97. Available from: http://edcbmj.ir/article-1-2987-en.html.
  24. Sharifi F, Feizi A, Artishdar E. Knowledge and satisfaction of medical students with two methods of education for endocrine pathophysiology course: e-learning and lecture in classroom. J Med Educ Dev. 2013;6(11):30-40. Available from: http://edujournal.zums.ac.ir/article-1-158-en.html.
  25. Shahrvini B, Baxter SL, Coffey CS, MacDonald BV, Lander L. Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study. BMC Med Educ. 2021;21(1):13. doi: 10.1186/s12909-020-02445-2. PubMed PMID: 33407376; PubMed Central PMCID: PMC7786143.
  26. Rahm AK, Töllner M, Hubert MO, Klein K, Wehling C, Sauer T, Hennemann HM, Hein S, Kender Z, Günther J, Wagenlechner P, Bugaj TJ, Boldt S, Nikendei C, Schultz JH. Effects of realistic e-learning cases on students' learning motivation during COVID-19. PLoS One. 2021;16(4):e0249425. doi: 10.1371/journal.pone.0249425. PubMed PMID: 33882079; PubMed Central PMCID: PMC8059845.
  27. Chandra S, Laoteppitaks C, Mingioni N, Papanagnou D. Zooming-out COVID-19: Virtual clinical experiences in an emergency medicine clerkship. Med Educ. 2020;54(12):1182-1183. doi: 10.1111/medu.14266. Epub 2020 Jul 7. PubMed PMID: 32502282; PubMed Central PMCID: PMC7300610.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 15, Issue 4 - Serial Number 59
December 2024
Pages 400-413

Files

Share

How to cite

Statistics