Tag: impact

Posted on

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives | BMC Medical Education

Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives | BMC Medical Education

Online student cross-sectional survey

Demographic characteristics

A total of 179 out of the possible 663 students (27{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} completion) completed the online survey in June 2020. Median age of students was 19 years (IQR 18–28 years) and there were approximately three times as many females as males (Table 1), reflective of the undergraduate health sciences cohort (70{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} female). Student numbers were also reflective of the broader enrolment numbers in the programs (i.e., occupational therapy is the largest program). Just over half (53{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}; n = 94) of students had no prior experience in undertaking a Bachelor degree, and 76{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students had not completed any online courses prior to enrolment.

Table 1 Demographic characteristics

Quantitative results to the sense of belonging questionnaire

In terms of students’ sense of belonging to the university, the majority felt ‘quite’ or ‘extremely’ happy with their choice of university (74{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and felt ‘quite’ or ‘extremely’ welcomed by the university (68{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}). While most students felt respected by both staff (70{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and students (60{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) at the university, students reported less connectiveness (23.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) to the university. Only 20{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students reported they felt they were understood as an individual, and only 13{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} felt they ‘quite’ or ‘extremely’ mattered to others at the university (Table 2).

Table 2 Online learning and Sense of Belonging to the University [1]

Table 3 shows how the online learning experiences impacted on students’ perception of the course; 27{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students felt ‘quite’ or ‘extremely’ connected to staff while 16{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students felt ‘quite’ or ‘extremely’ connected to other students. While 49{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of students rated 4 and above for the level of respect that they received from other students and their contribution towards the subject, students who had prior higher education felt less respected than students who had no prior higher education (p = 0.03). When asked how the online subject had contributed to understanding, knowledge/skills in their chosen health profession, about half of the students rated the online subject highly (rating 4 and above). Students who had prior higher education indicated higher ratings of understanding and knowledge/skills compared to students without prior higher education (p = 0.07 and p = 0.03 respectively). There was also a significantly higher proportion of students with no prior higher education who identified the online learning experience as either ‘quite’ or ‘extremely’ likely to impact their intention to continue with their current course (p = 0.001).

Table 3 Impact of online profession-specific subject on perception of the course

Qualitative results

Qualitative findings provided insight into experiences of staff and students during the rapid, unplanned transition to online learning. Student questionnaire responses included two open-ended questions expanding on enablers and barriers to sense of belonging. These yielded 145 enablers and 254 barriers to students’ feeling a sense of belonging. Data were subjected to qualitative content analysis by two authors and categories are presented in Additional file 1.

Three focus groups were conducted: two student sessions, each with two students enrolled in Speech Pathology and Paramedicine, and one academic session with five participants. Four full time academics and one casual academic participated from a total population of nine eligible academics. Using the processes described in the methods, focus group analysis was compared with the survey content analysis and the authors identified synergies between them. Findings were then integrated under a global theme, underpinned by organising and basic themes. The following themes reflect triangulation between academic and student focus group data in addition to survey responses.

Global theme—navigating belonging during the COVID-19 crisis: a shared responsibility

“We are in this together…making the best of this”

This theme explores sense of belonging creation during this period as a shared process, where participants perceived they worked together to get through the crisis. Students and academics encountered many challenges as they transitioned to online learning but despite hard times, were able to engage positively. The global theme revealed students and academics were navigating belonging during the COVID-19 crisis, and this journey was a shared responsibility. Both groups were working to achieve positive student engagement that would in turn create a sense of belonging in first-year students. A strong commitment of working hard to make the best out of this was mutually acknowledged.

Students perceived academics had done “a really good job at making sure we belonged…in those first few weeks that we were on campus but even more so probably while we were in Zoom” (Student-Astrid-Focus Group). Academics perceived students were actively engaged in making online learning work and were collegial and collaborative.

The shared experiences about navigating belonging during the COVID-19 crisis, have been captured under four organising themes: dimensions of belonging, individual experiences and challenges, reconceptualising teaching and learning, and relationships are central to belonging. Within each organising theme, basic themes were identified that provide depth to the organising theme (Fig. 1). Additional files 1 and 2 present a summary of the quotes obtained from the open-ended surveys and focus groups respectively, that contribute to the themes in Fig. 1.

Fig. 1
figure 1

Pictorial representation of the global, organising, and basic themes

Organising theme: dimensions of belonging

This theme outlines that belonging is a multidimensional experience with several facets underpinning participants’ experiences. Students and academics identified several dimensions of belonging in relation to first year students’ experiences, as illustrated by two basic themes that sit under the organising theme: what it means to belong, and layers of belonging.

Basic theme: what it means to belong

This theme explores the idea that belonging at university is underpinned by feeling valued and connected. Academics and students agreed that having a sense of being valued by the university and a desire to have an active connection across all aspects of university life was important for students.

Belonging as a student was gained through a connection with the “vocation” (Student-Claire-Focus Group) or the course and career, and with people who will “be there” (Student-Claire-Focus Group) for them. Furthermore, support of academics was critical to gaining a sense of belonging. It was noted by academics and students, that when students feel they belong at university, they are actively engaged in their learning, and this sense of belonging in turn shapes their overall identity. Students can then “actually sort of relax and become themselves” (Staff-Brooke).

Belonging to their cohort, their course, their future profession, and their university was important for students. One academic noted that the “concept of acceptance” is part of the sense of belonging and goes “both ways” (Staff-Brooke).

Both academics and students agreed that the rapid change to online learning due to COVID-19, meant that developing a sense of belonging was challenged.

Basic theme: layers of belonging

This theme identified layers of belonging reflected in participants’ experiences. Peer, academic and professional layers each contributed to an overall sense of belonging and key examples are provided below.

Peers

Belonging to peers was described as “having that connection to someone that’s going through exactly the same thing as what you’re going through” (Student-Astrid-Focus Group). Students were concerned that when learning moved online that this sense of belonging would be jeopardised by less opportunities for in-person interaction.

Academics

Being connected to academics was perceived by students as directly impacting learning, with one student commenting: “…when they’re not connecting with the teacher, they’re not connecting with the content, they’re not connecting with the feedback. That’s when you develop this sense of feeling like you just don’t belong” (Student-Emily-Focus Group).

Academics perceived it was also important for students to develop a sense of belonging to the university community.

Profession

Belonging to a profession was identified as an important feature of belonging by academics and students. Studying a degree with a clear professional identity facilitated first year students to feel they belonged compared to those undertaking general health science degrees which may have multiple pathways and career options less directly aligned to first year studies.

One academic actively encouraged first year students to belong to their professional association as a way of fostering belonging in first years.

Organising theme—Individual experiences and challenges

This theme outlines that while there are similarities in participants’ experiences, individuals have unique contexts and factors shaping their experiences. Academics and students reflected upon personal impacts of the COVID-19 pandemic on their teaching or learning and how they responded as individuals to the ensuing challenges. Two basic themes emerged: Challenges of transition and recognising different learning preferences.

Basic
theme
—challenges of transition

This theme explored the significant challenges of transitioning to online teaching and learning. For some students, the transition to online learning offered potential benefits of flexibility and reduced travel time. Two of the four students in the focus groups opted for online learning opportunities available in other subjects of study prior to the pandemic to efficiently manage their study and external commitments. Nonetheless, the pandemic brought a raft of personal challenges that diminished these expected benefits. Covid-related changes to family employment, reduced access to childcare support and non-optional home schooling presented new concerns.

Clearly, students missed the opportunity to focus attention on their learning needs when balancing childcare demands and home-schooling during lockdowns.

Unlike a conventional online courses where students choose or plan to be online, the sudden, unexpected, and unplanned move to online study was prefaced by a short period (four weeks) of in-person class time. This initial in-person time was identified as being key to relationship building.

Academics identified positive experiences and challenges during the transition to online learning. The rapid change presented a problem to be solved and individuals could “embrace it and to work effectively…as a team” (Staff-Jane). Quickly strategizing and responding to the demands of online learning required team knowledge, experience, and support. Hence, enhanced team culture was a further positive for academics, being “present for each other” (Staff-Brooke).

Basic
theme
:
recognising different learning preferences

This theme identifies experiences of online learning influenced by personal attributes, individual expectations and learning preferences. Such key factors impacted students’ capacity to maintain focus on academic goals after the rapid change to online learning. Some students reflected that barriers were not solely a feature of online learning environments, reporting that competing priorities, including work commitments and limited contact time with staff as pre-existing challenges to belonging. However, some students directly attributed their limited engagement and reduced motivation to the online learning environment.

Students suggested that active engagement “comes down to personality” (Student-Astrid- Focus Group). If a student was not shy they were comfortable to come forward and participate online. Some students perceived clear links between personal discipline, engagement, commitment, and achievement in online learning environments.

Further, students perceived effective (and ineffective) online group functioning reflected personalities of individual members, with some groups/personalities seen as being able to organise whilst other groups lacked leadership and cohesion.

Students who perceived themselves as active engagers reported being drawn towards other students who demonstrated motivation to interact and learn. Other students perceived their personalities or learning preferences were misaligned with the expectations of belonging in online learning environments and focussed upon tasks rather than connection.

Academics recognised student diversity and a need to reflect and re-evaluate expectations of students in online environments. They accepted that some students may be quietly engaging and learning to belong, but this was harder to observe in online compared to in-person learning environments.

Organising theme—relationships are central to belonging

This theme identified the relationship between all parties as a fundamental aspect of creating a sense of belonging. Two basic themes were influential in shaping perceptions of how relationships and connections contribute to belonging: collaboration with peers is fundamental, and effective and regular communication with staff is necessary.

Basic
theme
—collaboration with peers is fundamental

This theme revealed collaboration with student peers was a key element of creating a sense of belonging. The degree of social interaction with student peers and opportunities to create friendships contributed to feelings of belonging. Accordingly, students found it problematic when peers neglected to turn cameras on during classes, making interaction very difficult. Visualisation of peers and use of cameras in online classes impacted students’ opportunities to get to know each other.

Challenges posed by online learning were further highlighted in the student survey through a focus on non-academic aspects of university and campus life. Typically, university campuses offer interactional opportunities through clubs, sport, and shared spaces to learn and socialise. Campus life, students suggested, may facilitate learning and personal development. Absence of this type of interaction was linked to barriers in developing friendships and consequently a lesser sense of belonging as reflected in Additional file 1.

Basic theme—
communication
with academics is necessary

This theme outlined that communicating with academics was a key component of creating a sense of belonging. With less opportunities for peer support, there was stronger reliance on the academic-student connection, although students reported positive and negative interactions with academics during online learning.

Positive interactions and individualised communication with academics enhanced student sense of satisfaction and belonging. Furthermore, students in the focus groups reported a feeling of trust and a bond created by a shared challenge. Survey responses echoed this sentiment, noting that academics were “non-judgmental and supportive” (Student Survey 18) and created a sense of camaraderie. However, when students perceived impersonal communication from academics, they felt less connected or believed that teaching had become a “transaction” (Student-Astrid- Focus Group). Perceived levels of enthusiasm and engagement from academics influenced student’s perceptions of connection and belonging.

Students identified the online environment as a barrier to communication with academics. While systematic and university level communication was perceived as a useful source of information, students prioritised individualised communication from academic staff as key to belonging.

Academics concurred that effective communication was challenged in online environments, missing non-verbal cues and responsivity that characterises a classroom environment. Although the online learning environment provides an opportunity for academics to connect professionally with students, there were students who left their cameras off, with one academic noting they didn’t push this issue because there are many reasons for students choosing this option.

Organising theme: reconceptualising teaching and learning

This theme reveals how academics and students reconceptualised their expectations and modes of teaching and learning, to manage the crisis. It was not easy for academics or students, and many strategies were employed to make it work, with two basic themes emerging: challenges to online teaching and learning, and strategies to engage and connect.

Basic theme:
challenges
of online teaching and learning: “how do I make this work?”

This theme outlined many challenges faced by both academics and students during a rapid change to online mode. With the rapid change to online learning, academics asked themselves, ‘How do I make this work?’.

Managing workload

Academics reported their workload increased significantly, and they “found it a juggling act” (Staff-Louise) to meet their teaching requirements. Administrative loads consequently increased when reduced in-person contact with students led to more electronic communication. Academics needed to up-skill in online teaching in a short time frame and perceived this responsibility as all encompassing.

The rapid switch to online learning attracted significant academic workload, implementing and adapting content to see how material “might play out in a Zoom environment…[where]…everything takes longer” (Staff-Natalie).

Some students noticed a temptation to disengage from online learning, which meant balancing their workload and study demands became a challenge as they also faced significant workload and stressors in their personal lives due to COVID-19.

Class dynamics

Academics and students spoke about the change to classroom dynamics. The online environment was noted as being one in which it was difficult to read the room to see how students were progressing with their work. Others tried to use humour to enliven a class, only to have the Zoom frame freeze, killing the mood they were trying to create. Hence, staff felt teaching online was less conversational, flexible and responsive compared to face-to-face. Moreover, academics missed hands-on practical elements; a big shift for some programs.

Technological challenges

Academics learnt new skills quickly, but often these skills would be challenged when technology failed. Some academics reported a sense of vulnerability due to technological ineptitude but acknowledged that making mistakes in front of students could humanise the experience. Academics also acknowledged that some students did not have adequate technological resources to meet changes in their learning requirements when classes were placed online.

Basic theme: strategies to engage and connect

This theme reflected the strategies academics and students employed to remain engaged and connected. Academics worked hard to enhance online learning and hoped to connect with students and engage them in activities. Students too were active and appreciated academics’ efforts to facilitate engagement and connection. Underlying many of the strategies adopted by academics was a deep concern for student welfare during this time. Therefore, many academics aimed to ensure students were engaged and connected with each other and with the academic team. Academics built in small group opportunities during online teaching so students could connect, learn, and socialise.

Staff also spoke about informing students they could contact staff for support. One staff member described crossing the divide and actively discouraging a ‘them and us’ dynamic between students and staff.

A variety of teaching tools were identified by staff to build connection and promote engagement. Such tools included interactive quizzes, ice breakers activities, integrating reflective practices into activities and ‘drop in’ sessions. Staff also encouraged students to establish social media groups or other group experiences outside the classroom. Some staff members arrived early to zoom classes and left late to enable students to connect informally.

Students appreciated staff attempts to provide these activities. Students found these initiatives helpful, recognising staff placed effort into knowing students personally and focussing on student wellbeing and achievement. Students cited examples of provision of extra resources, mini-lectures, additional question and answer sessions, and fast response times to student queries. Students also initiated their own engagement strategies, including using group and personal messaging over platforms such as Facebook messenger.

Posted on

UCSC’s popular GetVirtual internship program expands its impact and outreach with newly launched Coursera course

UCSC’s popular GetVirtual internship program expands its impact and outreach with newly launched Coursera course

Two several years back, the on line entrepreneurship study course Crown 95: GetVirtual Company Assistance introduced at UC Santa Cruz, sponsored by Crown College to pair learners with community enterprises struggling to pivot from foot targeted traffic to on the net orders and income.  

In this effective and well-liked study course, the pupils serve as mentors and consultants to taking part businesses, assisting to redesign their web-sites for e-commerce, listing products catalogs in digital marketplaces, and presenting other a must have technical aid.

The arrangement advantages nearby corporations when connecting the college with its encompassing neighborhood in a meaningful way. Now, with the assist of UCSC On the web Education and learning, GetVirtual has expanded its scope and effect by adding a  brand-new Coursera model, which released on Monday, November 28, and is now are living, opening this non-credit score course to learners from other UC campuses. 

The Coursera system is open to all people all-around the entire world with an online connection, no matter of tutorial affiliation. For learners outdoors the UC procedure it is totally free, except they want a certificate.

“All together, GetVirtual has experienced the aim of sharing our process and methods with the planet as a way of empowerment,” claimed GetVirtual’s co-founder Nada Miljković, a continuing lecturer at UCSC who has been instructing most of the offerings of Crown 95 and has given that come to be project manager for the Centre for Innovation and Entrepreneurial Enhancement (CIED). 

“Now, with the launching of the Coursera study course, our desire is coming accurate,” mentioned Miljković, who is also a broadcaster, entrepreneur and multimedia artist.  

“Students can be any person from people about to graduate to youthful pros seeking to go out on their individual to retirees wanting to continue on possessing a reason in life,” she explained. 

Miljković emphasized that the Coursera version will be held in addition to the GetVirtual class, which will keep on on campus as standard. 

Miljković co-founded GetVirtual two yrs in the past with entrepreneur Toby Corey. They released the study course with the enable of 9 remarkably motivated UCSC students who grew to become GetVirtual’s to start with student board of directors. Crown 95 has been made available every quarter since the spring of 2020, like summer time.

“The GetVirtual system is performing so perfectly that we are at ability with the college students that are getting the course,” Miljković reported. “Coursera provides us the ability to teach outside the house of course with no extra resources.”

The group GetVirtual has also been really profitable, completing extra than 150 shopper initiatives with 70{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of those firms residing in the metropolis of Santa Cruz, all at no price tag to the customers. 

Santa Cruz Functions, a non-earnings firm that aims to hook up industry professionals and improve the range of domestically started startups, honored Miljković as a single of its 2022 Titans of Tech for contributing to the progress of the local tech and entrepreneurial group. 

An empowering plan 

The 4-7 days Coursera/GetVirtual system has a unique composition and format. Students guide the conversations. The study course also includes assignments, quizzes, self-assessments, templates, and quite a few videos. 

“The 1st aspect of the study course is about self-discovery of competencies and values, discovering about the entrepreneurial state of mind and management kinds,” Miljković claimed. “The second portion requires what you acquired about your self to create an ‘about me’ website page.

 The third aspect is learning the GetVirtual approach. Learners understand how to venture control, while learning the essentials of starting up a firm. “They learn the mechanics of it, figuring out what business structure they have to have,” Miljković claimed.  

The composition and structure makes this class “enormously empowering” for students, Miljković claimed. The principal difference in between the outdated GetVirtual study course and the new Coursera version is university student independence. There is no selected teacher.

In the authentic GetVirtual course, learners are paired with regional firms to assist redesign their websites for e-commerce, solution delivery products and services, curbside pickup, and other capabilities that can assist them remain afloat.

In the Coursera version, instead than partnering with businesses, pupils are their very own purchasers by likely by the course of action of discovery. They make a site for themselves. This model of the system is more like an concepts laboratory and intensive coaching seminar to get ready college students for their entrepreneurial consulting roles, although likely via the method of developing a company move by move.

That flexible structure will allow the students to go after their interests, challenge a person a further, and acquire enterprise savvy as they discover from their peers. There is an element of job actively playing, as learners create their business enterprise ideas.

A whole lot of the web-site creation curriculum arrives immediately from Wix, the no-code web site building platform and GetVirtual spouse from its inception.  

“This GetVirtual/Coursera study course is a very good example of how our academic plans are starting to be available to broader audiences,” reported Manel Camps, UCSC Professor of Microbiology and Environmental Toxicology, Crown University Provost, and school director of the Center of Innovation and Entrepreneurial Progress (CIED)

Camps observed that the Coursera structure can also supply vital education and framework for educators intrigued in location up an firm equivalent to GetVirtual or a chapter of GetVirtual.

GetVirtual has already expanded onto 4 other campuses and proven partnerships with the city of Santa Cruz and with Santa Cruz’s Tiny Enterprise Development Centre. 

The GetVirtual crew is now doing work on a Spanish edition of the program, Miljković claimed. 

“Eventually, I want to see it translated to Serbo-Croatian, the language of the state in which I’m from, as properly as Portuguese, Punjabi, you name it,” she explained. “I want it to be accessible all around the world.”

Cid Pearlman, who is stewarding On line Education’s open obtain choices, praised Miljković’s perform on the GetVirtual Coursera project. 

“Nada has made a amount of successful on the internet programs with UCSC On line Education and learning, bringing a wealth of encounter as an educator and entrepreneur to anything she does,” Pearlman claimed. “This open obtain variation of GetVirtual presents learners across the world the privilege to entry this information and facts and launch their have virtual firms. We appear ahead to following the accomplishments of the Coursera students.”

Posted on

Impact of Physical Activity on Risk for Disabling Dementia by Gender

Impact of Physical Activity on Risk for Disabling Dementia by Gender

Guys who have interaction in leisure-time moderate to vigorous physical exercise (MPVA) may perhaps be at reduce possibility for disabling dementia, according to review results published in JAMA Network Open.

Dementia is a top lead to of disability and dependency between more mature individuals. Some research have shown that physical action may possibly lower dementia incidence, even though other people recommend those people outcomes involve reverse causation bias. Few epidemiological scientific tests have focused on the association in between each day complete bodily action and hazard for dementia. In this review, scientists in Japan examined irrespective of whether day-to-day complete MPVA in full time and leisure-time are connected with possibility for dementia, with lengthy-expression abide by-up and a large cohort.

Researchers analyzed knowledge of 43,896 (aged indicate 61.0±7.5 many years 53.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} girls) of the 140,420 men and women who participated in the Japan Public Well being Center-centered Future Research (JPHC) based mostly on availability of adhere to-up facts on disabling dementia, irrespective of whether they fulfilled JPHC standards, and completion of a 10-calendar year stick to-up questionnaire. They determined disabling dementia circumstances centered on certification information in the countrywide LTCI process and assessed physical activity based mostly on the 10-calendar year follow-up study.

Go on Looking at

Participants claimed the variety of hours used sitting, standing, walking, and completing intense do the job in nonleisure time on a standard day in the earlier year and the frequency and range of hours used going for walks gradually, finishing light to moderate workout and strenuous workout in leisure time.

For the duration of a dementia ascertainment interval of 9.5±2.8 several years, 5010 contributors have been identified with dementia, 11,077 participants died, 2287 participants moved absent, and 6 ended up misplaced to stick to-up.

Contributors with significant day by day bodily activity tended to be more youthful, have lower body mass index (BMI), be in no way people who smoke, consume extra, have fewer unemployment, and have much less diabetes and hypertension.

Leisure-time MVPA was inversely involved with disabling dementia hazard in adult men even after excluding persons identified in the initially 9 a long time (Q4 vs Q1: aHR, .72 [95{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} CI, 0.56-0.92] P for craze = .004) and soon after excluding participants identified within just 10 many years. Inverse associations in between everyday complete bodily action and chance for dementia, total MVPA and possibility for dementia, and leisure-time MVPA and threat for dementia in gals disappeared when participants identified with dementia within 7 decades of baseline ended up excluded in males and inside 8 several years ended up excluded in females.

The researchers explained a lot more leisure-time MVPA among the adult men could safeguard from dementia since, as reports have earlier claimed, combined cognitive and workout schooling and social activity may well improve cognitive features of neighborhood-dwelling more mature older people.

The association could have been attenuated in gals due to the fact they previously are inclined to engage in “many cognitive things to do via day-to-day housework activities, and are probably to have a more substantial social network than males,” the researchers mentioned.

Examine limitations bundled the lack of ability to evaluate the affiliation in between actual physical activity and precise styles of dementia, eliminate misclassification in prognosis of disabling dementia, or receive details on education and learning of all individuals. Selection bias and misclassification of publicity due to changes in bodily exercise throughout the dementia ascertainment time period could have also been existing.

Reference

Ihira H, Sawada N, Inoue M, et al. Association in between bodily exercise and threat of disabling dementia in Japan. JAMA Community Open up. Released on the internet March 29, 2022. doi: 10.1001/jamanetworkopen.2022.4590

Posted on

Impact of COVID-19 pandemic on Medical Education in Saudi

Impact of COVID-19 pandemic on Medical Education in Saudi

Summary of Study

The pandemic of Coronavirus Disease 2019 (COVID-19) has a significant influence on medical education and healthcare institutions. To support the learning objectives during the pandemic, several learning management systems were used. In Saudi Arabia, the majority of colleges adopted the online teaching methods. There is considerable similarity between online and traditional education. While several research have concluded that there are no substantial differences between traditional and e-learning, some have found the opposite. One of the most serious drawbacks of e-learning is the lack of clinical access. In Saudi Arabia, e-learning is not the favored mode of teaching in medical schools. The majority of the students thought of e-learning as an interactive system that allows them to learn.

Background

Coronavirus disease (COVID-19) was discovered in December 2019 in Wuhan, Hubei Province, China-pneumonia-like symptoms characterize the virus. The disease spread rapidly globally, resulting in an outbreak. The World Health Organization (WHO, 2020) declared it a global pandemic on March 11, 2020.1

Since March 25, 2020, over 150 countries have temporarily shut down colleges and educational institutions, affecting more than 80{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the world’s student population. According to the Saudi Ministry of Education, health authorities have recommended “preventive and precautionary” measures to ensure that students and staff are appropriately protected.2

This has led to a shift in education in most academic faculties, transforming learning from traditional to online. Consequently, colleges provided students with several learning management systems.3 One of the most suggested approaches is scheduled live-online video lectures with interactive discussions using different applications or self-study online recorded lectures.4,5 Virtual clinical experience was another approach to the suspension of clinical clerkship rotation. This idea supports the concern of the Ministry of Health regarding medical students’ exposure to the virus during training as well as their potential to act as spreaders of the virus in the community.6 They were limited patient care and bedside learning opportunities during the pandemic, as doctors and other healthcare workers were required to focus on COVID-19 cases. Hence, students were safe at home, complying with social distance guidelines; they learned about the dynamics of patient interaction by interviewing patients, collaborating with treatment planners, assisting with paperwork, and counselling patients.7

Online and traditional education shares several similarities. Students still have to attend class, learn new topics, submit assignments, and participate in group projects. While many studies have found no significant differences between traditional and e-learning, others have reported opposing results.8 E-learning offers more program choices, compared with traditional face-to-face learning. It is classified as synchronous or asynchronous. Synchronous e-learning allows live interactions between tutors and students, such as live-video conferences and chats.9 Asynchronous e-learning can involve e-mails, recorded videos, etc., where there are time lags between the tutor and their students.9

With traditional classroom education, students are confined to taking courses at specific centers on a fixed schedule. Thus, e-learning helps save up to 60{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of traditional learning time, with the only requirements being an adequate computer, internet connection, and basic computer skills.10,11

In contrast, online classes involved an absence of in-person, face-to-face classroom, or office interactions. For many students and programs, interpersonal communication is crucial. For example, consulting lecturers in person and discussing matters in groups is an essential motivational activity and learning strategy; however, it is not easy to practice medicine online.12–16

Additionally, the on-campus atmosphere and the opportunity to meet many people face-to-face is another motivation for students; moreover, it has an essential impact on student performance and understanding lectures. Nevertheless, in e-learning, online classes depend on personal factors, such as: student’s home environment, socioeconomic factors, and parents’ level of education. Unfortunately, conducive surroundings are not always available to many students.

Another essential factor in students’ comprehension; online teaching can easily create a sense of boredom while listening to a monotonous lecture, devoid of interaction and visual stimulation. This reduces students’ motivation to attend future lectures.17

The perceived benefits of both teaching methods must be thoroughly outlined and assessed to determine which medium generates better student performance. Both approaches are generally beneficial; however, we still need to examine whether one is more superior compared to the other. Hence, this study aimed to measure the effect of online classes on medical students’ comprehension attending campus classes during the COVID-19 pandemic.

Methods

Study Design

We conducted a cross study using an online survey between 2020 and 2021. Data were collected from medical students in their basic and clinical years in the western region of Saudi Arabia using a questionnaire. Questionnaires with incomplete or missing data were excluded from the analysis.

Questionnaire Tool

The survey was adapted from previously validated assessment scales.3,18 The survey involved 45 multiple-choice and multiple-answer questions, including primary demographic data, such as age, gender, academic year, and the name of the school they attended, without recording any identifying data for confidentiality. Additionally, the survey included general questions about the students’ knowledge of e-learning and the status of the technology tools used during the education process. It also had questions to assess the students’ attitude toward the e-learning system as well as their evaluation and suggestions for improving online teaching. Finally, specific questions were asked to appraise the effect of the COVID-19 pandemic on medical students.

Sampling Strategy

A convenience sampling method was used. All medical students in the Western region of Saudi Arabia were invited to participate in the study. The inclusion criteria were clear in the invitation letter and sent along with the survey link. There was no incentive was provided to the participants to be involved in the study. The survey was conducted online using the Google Forms© and was distributed through social media platforms such as: WhatsApp, and Twitter. A total of 922 respondents were included.

Study Outcomes

The primary outcome was measuring the effect of online classes on medical students’ comprehension of attending campus classes during the COVID-19 pandemic. Secondary outcomes included comparing the level of medical students’ morning excitement for attending lectures before and during COVID-19; further, we also assessed medical students’ attendance rate before and during COVID-19 and the effect of students’ limited clinical exposure on their knowledge. A copy of the questionnaire will be found in Supplementary Section.

Statistical Analysis

Descriptive statistics were used to summarize the data and synthesize a report of the variables. The data description includes proportions and frequencies, for continuous variables. The statistical analyses were carried out using S.P.S.S. (version 27).

Results

Demographics Characteristics

Of the 3700 questionnaires, we collected 922 completed online questionnaires from students of 11 medical schools in the western region of Saudi Arabia. Participants were predominantly women; the sample included 693 (75.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) women and 229 (24.8{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) men; their mean age was 22 (28.3{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) years. Umm AL-Qura University had the highest response rate with 232 responses (25.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}), followed by King Abdulaziz University with 186 responses (20.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and Taibah University with 112 responses (12.1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}). Two (0.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) of those who completed the survey were not included in the western region of Saudi Arabia. A more significant number of respondents included medical students who had finished their fourth year with a response rate of 325 (35.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}), followed by those who completed the fifth year with 310 responses (33.6{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}). Finally, 33 (3.6{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) responses completed by prior-year students or interns were not included in the sample size. For details see Table 1.

Table 1 Demographic Data of the Study Participants

Students’ Experience About e-Learning

Approximately 49.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} students started online classes during the first week of lockdown. The majority of institutions preferred Blackboard and Zoom as video-conferencing platforms for e-learning. A total of 624 (67.7{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students used Blackboard, whereas 612 (66.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) used Zoom. Microsoft Teams and Webex Meet were less preferred, as 237 (25.7{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) and 128 (13.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) used Microsoft Teams and Webex Meet, respectively. Overall, 727 (78.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students had five or more online classes per week, 30.3{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of them had live classes (synchronous), 6{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} had recorded classes (asynchronous), and 63.8{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} had both (synchronous and asynchronous) (see Table 2).

Table 2 Students’ Experience About e-Learning

Effect of COVID-19 on the Medical Education Process and Evaluation of e-Learning

A total of 395 (42.8{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) had experienced suspension of their education by the faculty, and 529 (57.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) had suspended their clinical training. In addition, 17.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} students suspended their education program by themselves due to social status and personal responsibilities. Thus, 410 (44.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students stated that the COVID-19 pandemic did not affect their career plans and future interests, but 331 (35.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) reported the opposite. Moreover, owing to the lockdown students had more free time than earlier. Overall, 490 (53.1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students spent their time resting and relaxing, 456 (49.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) spent time with family, and 386 (41.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) spent their time watching television. However, our study showed that many students invested their time wisely, as 619 (67.1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students participated in programs related to medical education. Further, approximately 396 (43{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) participated in medical research activities and 401 (43.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) in volunteering activities; for details (see Tables 3 and S1).

Table 3 Effect of COVID-19 on the Medical Education Process

Student’s Attitude During COVID-19 Pandemic

Regarding students’ attitudes toward e-learning, 391 (42.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students were worried about losing opportunities to apply for specialty training due to the lockdown. Regarding the students’ perspectives on e-learning, the study shows that a majority of students, that is 451 (48.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}), believed that e-learning depends on the comprehensive digital electronic environment displaying educational curriculum through electronic networks. In comparison, 423 (45.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students believed it was an interactive system that provided an opportunity to learn information and telecommunication technology. Moreover, 367 (39.8{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students believed that e-learning provides digital multimedia content (ie, written text, audio, video, and images). Less than one-third of the students, that is 255 (27.7{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}), believed that e-learning in the medical field is not less expensive than conventional learning. A total of 248 (26.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students considered e-learning as a type of tele-education, and for 207 (22.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) instant feedback from the instructor was a benefit of online-learning. E-learning has benefits and drawbacks that affect students’ lives differently. Overall, 603 (65.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students agreed e-learning helps save money and energy, that is typically expended during commuting; moreover, they believed it was a more straightforward learning method.

Furthermore, 365 students (39.6{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) believed that it limits the consequences of social contact and 355 (38.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) thought it causes fewer absences than traditional teaching, whereas 296 (32.1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students believed that e-learning caused more absences. A total of 232 (25.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students believed that it resulted higher academic achievement, whereas 230 (24.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) agreed that results in better student interaction in classes. However, as Table 4 shows, 555 (60.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) of students believed the limitation of clinical access was one of the biggest disadvantages of e-learning. Moreover, 466 (50.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students disliked the absence of direct contact with a lecturer in e-learning, whereas 386 (41.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) believed that technical requirements were a disadvantage of e-learning. In contrast, 323 (35{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students did not have a conducive environment in the house during online classes. Approximately one-third (32.8{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students believed that e-learning courses lower academic achievement; moreover, 160 (17.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) felt that online classes were not safe, whereas 280 (30.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students were unable to adapt to e-learning. Regarding student attendance, 727 (78.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students attended five lectures or more per week, and 376 (40.8{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students were able to participate in more than 80{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the classes per week. Moreover, 409 (44.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students attended only 50–80{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the classes, whereas 137 (14.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) were able to participate in only less than 50{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}. For details see Table 4.

Table 4 Student’s Attitude During COVID-19 Pandemic

Status of Educational Technology Tools During the COVID-19 Pandemic

Table S2 describes the students’ proficiency with using various electronic devices: 108 (11.7{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) reported themselves as proficient, 171 (18.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) were perfect, 371 (40.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) were good, 228 (24.7{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) had an acceptable level, and 4.8 (44) had an inadequate level. In medical education, the students’ computers varied between tablets (683 [74.1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}]) and smartphones (457 [49.6{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}]). Further, 543 (58.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students used personal computers. Around, 698 (75.7{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) were dependent on the university’s lectures for their study, 619 (67.1{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) were dependent on self-study and utilized various educational sources, whereas 254 (27.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) attended extra courses provided by private education centers.

E-Learning Improvement

Finally, the students could help assess e-learning, as shown in Table S3. Overall, 518 (56.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students did not want to continue using e-learning on its own in the future, whereas 668 (72.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) wished to use e-learning in combination with traditional learning.

Discussion

The COVID-19 pandemic has resulted in a remarkable shift in education and learning methods. Additionally, some medical colleges have adopted open-book examinations, which have shifted toward an entirely new online teaching and examination system. Therefore, studying the effects of e-learning using several parameters on medical students is imperative e-learning. This study aimed to measure the impact of online classes on medical students’ comprehension of attending campus classes during the COVID-19 pandemic. Moreover, we compared the different changes in medical students’ levels of excitement and rate of attendance in e-learning before and after the pandemic.

According to medical students’ responses, our findings revealed that the advantages of e-learning vary among students. Of the students, 423 (45.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) thought e-learning to be an interactive system that provides a learning opportunity. In contrast, a minimal number of students agreed that they had interactive classes. Consequently, 232 (25.2{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) believed that it offered high academic achievement. Likewise, in the study conducted by Cicha et al, the majority of participants demonstrated a positive feedback about distance learning.19 In contrast, when asked about the disadvantages, most students believed that the limitations of clinical access were one of the worst disadvantages of e-learning. Moreover, 466 (50.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students disliked the absence of direct contact with the lecturer during classes. In contrast, 323 (35{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students did not have a calm home environment during online classes. Finally, 280 (30.4{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) could not adapt to their online environment. Compared to our study, similar advantages and disadvantages were found in many reports in the literature.17,19–22

Technology knowledge is one of the most important factors for easy transition and success in e-learning.23–25 In our study, the participants reported the need of technical knowledge was one of the major disadvantages of e-learning.

Based on the previous responses of our survey, we noted that medical students believed that e-learning has far more disadvantages, compared with traditional methods that allow for clinical exposure. These disadvantages are considered critical parameters that facilitate each student’s comprehension and understanding. A total of 302 (32.8{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) students believed that e-learning lowered academic achievement.

The survey results indicate a change in the attendance rates during the pandemic, compared with those recorded before the pandemic. A total of 376 (40.8{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) of students could attend more than 80{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of classes per week. In contrast, 137 (14.9{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf}) attended less than 50{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of the classes. The underlying reasons behind their absenteeism include poor internet connection, inappropriate class timing, and discomfort with virtual teaching.

Several studies have supported the impact of the COVID-19 pandemic on medical education using different perspectives. A study that took place in United Kingdom has identified the effect of the COVID-19 outbreak on final year medical students’ examinations, electives, and assistantship placements and the subsequent impact on preparedness and confidence. Many students felt less prepared to begin work as doctors. This study shows that disruptions to student assistantships significantly impact preparedness, which results in lowered academic achievement.26

Another study investigated medical students’ perceptions regarding the role of online teaching in facilitating medical education during the COVID-19 pandemic. This study suggests that most students prefer face-to-face teaching.27 This study reported that the cancellation of clinical examinations and the conversion of written examinations into open book ones reduces student engagement, which was in line with the findings of our study.

A few limitations of e-learning mentioned in this study was related to technical issues. Moreover, many teachers are inadequately prepared and face many technical difficulties. The quality of the sessions delivered may have been affected by several factors, such as poor internet connection, family distractions, and the timing of the tutorials, as demonstrated by our results.

Students’ mental health is impacted by the COVID-19 pandemic, which may be adversely affected by the lack of interaction with friends and colleagues, leading to an increase in anxiety.18 As mentioned in the same study, the main advantages of online teaching are the time and money saved from the lack of travel, flexibility, and the ability for students to learn at their own pace.27 This is similar to our results.

Another study conducted in Jordan,3 which assessed students’ class experience, lecturers’ interaction, and e-learning advantages and disadvantages. Their results show that the e-learning experience was not favorable for most medical students due to limitations with regard to technology, and that traditional face-to-face teaching method is preferred for various reasonse-learning. Furthermore, the non-direct contact between lecturers and students is a significant obstacle, as students and lecturers have had on-ground interaction during regular lectures prior to COVID-19. Finally, the lack of clinical access to medical students is one of the most significant disadvantages due to the essentiality of patients’ exposure to medical students in clinical years.3 In contrast, their students’ online attendance rate was lower than ours. Thus, the cause of this difference in attendance rates required further investigation.3

Another study evaluated the comparison between face-to-face learning and e-learning modalities in teaching an environmental science course and additionally evaluated factors of gender and class rank.11

The results of this study did not show significant difference in performance between online and traditional classroom students by modality and gender. Further, as there is no significant difference in student performance between the two mediums, higher education institutions may gradually shift away from traditional instruction and implement web-based teaching to capture a larger worldwide audience.

If administered correctly, this shift to web-based teaching could lead to a higher cost efficiency, and higher university revenue.11

Many hospitals have suspended medical student clerkships during COVID-19 pandemic. Unfortunately, in our study, student clerkships in the hospitals were suspended or postponed in about 50{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of participants. This is can be a major defect in their medical education journey and needs to be compensated as soon as applicable (12,J).

Our study had some limitations. First, the design of the study is cross-sectional in nature, some missing data could limit the conclusion of the study. The independent variables were not adjusted for real-life accuracy. Furthermore, students have different skills, abilities, preparation, and familiarity with online instructions. Experienced traditional classroom students who take online-based classes and lectures may lack the technical requirements of e-learning. Therefore, they may not be prepared to use e-learning efficiently, thus leading to lowered scores. Second, some medical schools may have been disproportionately represented with more significant numbers of responses from some schools. Finally, some aspects of our survey depended on students’ memory, which may have influenced their reporting.

Implications and Recommendations

Our study is relevant as it explored a crucial educational topic. Simultaneously, the COVID-19 pandemic has accelerated the widespread use of electronic learning in medical education without pre-preparations. This fast acceleration should be investigated to determine its advantages and disadvantages. The results of this study will help make critical decisions for the future of medical education. Moreover, it would help improve electronic education and adapt it to the needs of medical education and medical students by considering all the benefits. According to the student’s responses, as shown in the results, 72.5{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} (668) wished to use e-learning in combination with traditional learning. Face-to-face learning is essential to increase the academic achievement of medical students and has higher clinical exposure. Additionally, online-learning helps save time, money, and energy. Additionally, we recommend that medical students should be prepared for online applications and platforms to improve their knowledge and experience.

Future studies are needed to investigate the same topic in the broader field of medical education, including the basic years. Moreover, further examination is necessary to find alternative models of clinical exposure that would be effective in compensation during situations similar to the COVID-19 pandemic. Finally, additional studies are needed to investigate an appropriate and effective way to use e-learning alongside traditional learning.

Conclusion

This study found that advantages of e-learning vary among students. Most of the students thought e-learning to be an interactive system that provides a learning opportunity. In contrast, many of the students believed that there were many disadvantages regarding online teaching methods. These findings has been seen in many reports in the literature recently and indicates that further studies are needed to identify the potential causes.

Ethical Statement and Institutional Review of Board Statement

The study was approved by the Faculty of Medicine at Umm Al-Qura University, Makkah, Saudi Arabia (NO. HAPO-02-K-012-2021-06-696). This study was performed in accordance with the principles stated in the Declaration of Helsinki.

Informed Consent

Informed consent was obtained from all subjects involved in the study.

Disclosure

The authors declare no conflicts of interest.

References

1. World Health Organization. WHO director-general’s opening remarks at the media briefing on COVID-19-11 March 2020; 2020. Available from: https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-The-media-briefing-on-covid-19—11-march-2020. Accessed July 11, 2022.

2. Sayed AA. The progressive public measures of Saudi Arabia to tackle Covid-19 and limit its spread. Int J Environ Res Public Health. 2021;18:2. doi:10.3390/ijerph18020783

3. Sindiani AM, Obeidat N, Alshdaifat E, et al. Distance education during the COVID-19 outbreak: a cross-sectional study among medical students in North of Jordan. Ann Med Surg. 2020;59:186–194. doi:10.1016/j.amsu.2020.09.036

4. Mian A, Khan S. Medical education during pandemics: a UK perspective. BMC Med. 2020;18(1):100. doi:10.1186/s12916-020-01577-y

5. Chiodini J. Online learning in the time of COVID-19. Travel Med Infect Dis. 2020;34:101669. doi:10.1016/j.tmaid.2020.101669

6. Khasawneh AI, Humeidan AA, Alsulaiman JW, et al. Medical Students and COVID-19: knowledge, attitudes, and precautionary measures. A Descriptive Study from Jordan. Front Public Health. 2020;8:253. doi:10.3389/fpubh.2020.00253

7. 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

8. Yerby J, Floyd KS. An Investigation of Traditional Education vs Fully-Online Education in Information technology; 2013.

9. Khalil R, Mansour AE, Fadda WA, et al. The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Med Educ. 2020;20(1):285. doi:10.1186/s12909-020-02208-z

10. Behzadi Z, Ghaffari A. Characteristics of online education and traditional education. Life Sci J. 2011;8:54–58.

11. Paul J, Jefferson F. A comparative analysis of student performance in an online vs face-to-face environmental science course from 2009 to 2016. Front Comput Sci. 2019;1. doi:10.3389/fcomp.2019.00007

12. Hakami Z. Comparison between virtual and traditional learning methods for orthodontic knowledge and skills in dental students: a Quasi-Experimental Study. Healthcare. 2021;9:9.

13. Petretto DR, Carta SM, Cataudella S, et al. The use of distance learning and E-learning in students with learning disabilities: a review on the effects and some hint of analysis on the use during COVID-19 outbreak. Clin Pract Epidemiol Ment Health. 2021;17:92–102. doi:10.2174/1745017902117010092

14. Li S, Zhang C, Liu Q, Tong K. E-learning during COVID-19: perspectives and experiences of the faculty and students. BMC Med Educ. 2022;22(1):328. doi:10.1186/s12909-022-03383-x

15. Govindaraju V. A review of social cognitive theory from the perspective of interpersonal communication. Multicult Educ. 2021;7:12.

16. Camargo CP, Tempski PZ, Busnardo FF, Martins MA, Gemperli R. Online learning and COVID-19: a meta-synthesis analysis. Clinics. 2020;75:e2286. doi:10.6061/clinics/2020/e2286

17. Garris CP, Fleck B. Student evaluations of transitioned-online courses during the COVID-19 pandemic. Scholarsh Teach Learn Psychol. 2020;8(2):119–139.

18. Alsoufi A, Alsuyihili A, Msherghi A, et al. 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

19. Cicha K, Rizun M, Rutecka P, Strzelecki A. COVID-19 and higher education: first-year students’ expectations toward distance learning. Sustainability. 2021;13(4):1889. doi:10.3390/su13041889

20. Burns D, Dagnall N, Holt M. Assessing the impact of the COVID-19 pandemic on student wellbeing at universities in the United Kingdom: a conceptual analysis. Front Educ; 2020. doi: 10.3389/feduc.2020.582882

21. Al Rawashdeh AZ, Mohammed EY, Al Arab AR, Alara M, Al-Rawashdeh B, Al-Rawashdeh B. Advantages and disadvantages of using e-learning in university education: analyzing students’ perspectives. Electron J e-Learn. 2021;19(3):107–117. doi:10.34190/ejel.19.3.2168

22. Goldenberg MN, Hersh DC, Wilkins KM, Schwartz ML. Suspending medical student clerkships due to COVID-19. Medical Sci Educ. 2020;30(3):1273–1276. doi:10.1007/s40670-020-00994-1

23. Alqahtani AY, Rajkhan AA. E-learning critical success factors during the covid-19 pandemic: a comprehensive analysis of e-learning managerial perspectives. Educ Sci. 2020;10(9):216. doi:10.3390/educsci10090216

24. Turnbull D, Chugh R, Luck J. Transitioning to E-Learning during the COVID-19 pandemic: how have Higher Education Institutions responded to the challenge? Educ Inf Technol. 2021;26(5):6401–6419. doi:10.1007/s10639-021-10633-w

25. Almaiah MA, Al-Khasawneh A, Althunibat A. Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Educ Inf Technol. 2020;25(6):5261–5280. doi:10.1007/s10639-020-10219-y

26. Choi B, Jegatheeswaran L, Minocha A, Alhilani M, Nakhoul M, Mutengesa E. The impact of the COVID-19 pandemic on final year medical students in the United Kingdom: a national survey. BMC Med Educ. 2020;20(1):206. doi:10.1186/s12909-020-02117-1

27. Dost S, Hossain A, Shehab M, Abdelwahed A, Al-Nusair L. Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ Open. 2020;10(11):e042378. doi:10.1136/bmjopen-2020-042378

Posted on

The future of online education and the impact of AI

The future of online education and the impact of AI

On the net training is becoming more and more well-known. Exclusively, for the duration of the pandemic, distant classes saved just about two total college yrs. Without the need of know-how and AI, continuing to learn would’ve been virtually not possible.

Ever because this COVID-19 disaster, the instruction sector has changed.

In reality, prior to the wellness disaster, owning hybrid or distant lessons was not regarded as considerably. Instead, lecturers and students utilised traditional discovering methods.

The wellness unexpected emergency pushed individuals to adapt and use the tools at hand to keep on instructing and learning.

Now, even following the end of a very long pandemic, the future of schooling has just shifted. It’s very clear to see now that there’s no heading back again.

Additionally, the achievement of distant classes is also because of to the substantial technologies, using AI to optimize equipment and make them simple to use.

This modern higher-tech approach is in this article to keep. But how will it define the long run of on the net education? Also, how will AI perform a role in it? Let us come across out.

On the web schooling

virtual school education ransomware attack
Picture: Unsplash

In accordance to some research, the market place for on the net finding out is expanding quickly. It is expected to surpass 300 billion dollars in 2025.

So, it’s crystal clear that much more colleges are adapting to remote methods and retaining them.

Although it may possibly look that some universities want to return to classroom teaching, on line classes are multiplying. No one particular can deny the practicality of on the internet lessons. Specifically in cases the place getting current in a space is not feasible.

When the pandemic struck, absolutely everyone had to stay at house. Academics and students applied their applications to link on a common system and perform.

All they necessary was a telephone, a pill, or computer system to link and secure wifi. But men and women had all these things presently. So, classes could continue for a pair of months without having staying together in class, most likely spreading the virus.

Furthermore, a lot of men and women graduated or begun heading to university on-line, even if they had been considerably away from establishments. So, now a lot of educational institutions let on-line studying in instances wherever commuting or currently being physically in course isn’t functional.

For instance, when students are sick, they can abide by the classes from household. In case they really do not really feel up for it, they can replay the recorded lectures later on when they feel superior.

On the internet education also offers folks a lot more opportunities. At present, faculties and universities have enabled a myriad of online courses that folks can indicator up for and observe from different places in the environment.

This expands the amount of folks who use for classes and solves the issue of pupil housing and commuting concerns. Also, the learners with positions have the opportunity to harmony function and scientific tests.

A lot more than 63{e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} of online students select distant classes because they’re additional flexible and align with their duties far better.

So what will happen in the upcoming? Specified the results of on line faculties, remote education appears to be to continue and boost in the following yrs.

It’s possible that educational facilities will introduce long lasting on-line classes and will develop archives with recorded classes for long run reference and for pupils who require to obtain the materials.

Faculties will make consumer-helpful applications that make all the on the web capabilities much more accessible. For instance, signing up for a system, accessing films, and collaborating in a convention may well grow to be the very same cellphone software possibilities.

The inspiration might arrive from tutoring, grasp assignment assistance, or freelancing applications that have produced their services quick to access by cellular phone.

Also, pupils could begin using on the net exams more typically. Numerous tech organizations are building platforms that avoid cheating in an examination.

And finally, the selection of worldwide learners will carry on to mature and assist produce a significant international scholar local community.

The effect of AI

student app guide
Picture: eLearningInfographics

Most of the predictions of on-line training are only the continuation of issues presently happening.

But most of these advancements, this kind of as conferences, significant-stability examinations, and recordings, are the end result of a important leap in technology. Specially, the increase of AI has enhanced all digital companies.

Only set, Artificial Intelligence (AI) is any engineering optimized though retaining human patterns in mind. For instance, Siri or Cortana are dependent on perfected systems that make interacting with them a wander in the park.

They can scan your voice, realize your question and offer an solution (audio or in the kind of action). But even your Google Calendar that tells you when you have a individual appointment is clever.

We could commit a month conversing about the AI systems in our lives since there are so several, and we barely detect them. Even so, it is additional suitable to see how they fit in on-line instruction.

To reference the calendar once much more, most meeting platforms have a planner.

You can correct conferences on your personalized account and share them with some others who subscribe to you. Relying on your system, the method will automatically notify you to access the application and commence the meeting.

A different instance is the apps the teachers use to give assignments, right assessments, and insert grades.

Also, instructors can generate clever exams that correct responses immediately and expose the ideal kinds. Then, the teachers can have analytics displaying the class’ efficiency and where there is place to improve.

Lately, higher-tech firms are creating applications to present research help and custom made observe sheets. This enhancement is crucial since just about every student is distinct.

Nevertheless, the algorithm can adapt to the user and offer personalized support. So, people with learning disabilities or choice discovering strategies can ultimately come across the finest way to study.

Last views

Online studying is in this article to continue to be, no question. The practicality and accessibility of online programs can’t be denied. More students apply for education and learning because of better educational flexibility.

In addition, individuals can sign up for classes all all over the globe, therefore, chopping lots of unnecessary fees.

Furthermore, the online education and learning current market is growing with the rise of AI, which simplifies quite a few capabilities. Grading assessments, tutoring, and producing information obtainable are now much easier for teachers and college students.

Have any views on this? Permit us know down underneath in the opinions or carry the discussion about to our Twitter or Facebook.

Editors’ Recommendations:

Chris has been blogging since the early days of the world wide web. He principally focuses on subjects related to tech, business enterprise, advertising and marketing, and really a great deal anything at all else that revolves close to tech. When he is not creating, you can locate him noodling all around on a guitar or cooking up a signify storm for mates and spouse and children.

Posted on

Title IX’s lasting impact on UCI | UCI News

Title IX’s lasting impact on UCI | UCI News

In the not-too-distant past, females ended up routinely denied admission to universities and refused tenure-track professorships merely for the reason that of their gender. Two in 5 UCI learners have been female, and girls made up just 5 per cent of the faculty. This was in 1972.

But the passage of Title IX 50 decades back expanded academic options for women nationwide. The landmark laws may well carry to head women’s athletic systems and processes for formal harassment complaints, still its impression on campus spans admission, economical assist, hiring and salaries. Today – even as ladies make up more than half of undergraduates, an equivalent proportion of graduate students and 39 per cent of school – the law’s reverberations keep on.

“Title IX is a profound motor of social revolution. It opened the university to women, and designed a mechanism to hold individuals accountable,” states Doug Haynes, UCI vice chancellor for equity, diversity and inclusion. “But making an surroundings for all ladies to thrive is a continuing course of action. Title IX is as related these days – when we have encouraging figures of females students, school and team – as when it was first passed in 1972.” 

Section of a sequence of laws passed in the 1960s and ’70s that reshaped women’s economic opportunities in the U.S., Title IX took fewer of a carrot than a adhere method. It threatened to pull federal funding from educational establishments that discriminated towards ladies. But it could not right away undo the inequities proven around generations.

“How do you reorganize institutions that were founded and mainly created in the absence of females, or with women of all ages on the margins?” states Haynes. “Title IX made a landscape for social improve in real time.”

Earning development

Karen Leonard

Signing up for the UCI faculty in 1972, Karen Leonard, centre, assisted pry open the doors of academia for extra women of all ages. She co-founded Gals at Irvine in 1972, and the up coming 12 months launched California Women of all ages in Greater Instruction for college, team and students across all a few of the state’s general public increased-training units. Faculty of Social Sciences

Generally, institutional improve arrived at the insistence of women of all ages who experienced skilled their share of discrimination. Karen Leonard was a single of the 6 ladies who joined the UCI school in 1972, after remaining denied a tenure-monitor occupation at UCSD exactly where she was a lecturer. At UCI, she aided pry open the doors of academia for far more females.

Leonard co-founded Gals at Irvine in 1972, and the subsequent calendar year released California Women in Greater Training for college, workers and learners across all three of the state’s public larger-instruction techniques. Members advocated for women of all ages in unique using the services of and marketing conditions and meticulously tracked campus data to spotlight inequities. Even then, women of all ages have been asked to product common expectations of femininity. When she was appointed to the Chancellor’s Advisory Committee on the Standing of Girls, a colleague suggested Leonard to have on skirts to the conferences as a substitute of pants.

In its 1976 once-a-year report, the committee scoffed at the level of employing much more ladies college: “We are being requested to accept the truth that there will not be something approaching entire illustration of girls on this campus in our life span.” Leonard, a professor emeritus of anthropology, has donated her data files about women’s early activities on campus to the UCI Libraries. 

Development continued, albeit bit by bit. In 1992, UCI’s initially feminine dean was appointed, Elvera Ehrenfeld of the University of Biological Sciences, and the next year, planetary scientist Laurel E. Wilkening was named chancellor of UCI. By 1995, 14.4 per cent of UCI’s tenured or tenure-monitor faculty had been ladies.

Susan Bryant, the to start with female college member in biological sciences in 1969, was told to have toddlers in the summer time considering that there was no maternity go away. As dean of biological sciences in 2001, Bryant was co-principal investigator on a grant from the National Science Foundation’s program, which aimed for “institutional transformation” for gals in science, engineering, engineering and math. A single of Progress program’s improvements was the development of “equity advisors” inside of every single university who would guarantee equitable recruitment procedures – from the wording of the position description to the composition of the lookup committee. UCI leaders added sources to institute the program campuswide, and in 2006 expanded its target to include things like racial and ethnic variety, as effectively. UCI’s system became a design for other UC campuses.

Right now, ladies make up 40 percent of UCI’s school, and most of the liberal arts departments have realized parity, with the STEMM disciplines catching up.

When Diane O’Dowd came to UCI in 1989 in a nontenure-track position, she was twice rejected when she used for tenure-monitor positions. The 3rd time, she credits two women school, Bryant and Marianne Bronner Fraser, with advocating for her using the services of. Now, as professor of developmental and mobile biology and vice provost for academic personnel, O’Dowd oversees several campuswide initiatives to advance school equity. The Inclusive Excellence Dietary supplement system that was released 5 several years back cash the selecting of a 2nd college member if a career research identifies two fantastic candidates, and the two have already designed substantive contributions to inclusion get the job done.

Diane O’Dowd

“We’re making an attempt to generate an setting that not only welcomes a wide range of perspectives, but that also permits numerous pathways to obtaining achievements at the university,” claims Diane O’Dowd, who as vice provost for tutorial personnel oversees numerous campuswide initiatives to progress faculty equity. Steve Zylius / UCI

Very last calendar year, far more than a quarter of UCI’s new faculty ended up hired by way of the software. “We’re striving to generate an setting that not only welcomes a wide variety of views, but that also permits many pathways to attaining accomplishment at the university,” O’Dowd suggests. “For that, we want to have a whole lot of various voices in the conversation.” 

Filling the pipeline

For several years, institutions leaned on the excuse that much less females graduate with the needed levels to grow to be college. But that argument no extended holds drinking water. Undergraduate ladies outnumber men right now, and graduate at bigger premiums – even in most STEMM fields.

10 yrs back, females made up 37 p.c of incoming graduate college students at UCI, but that experienced enhanced to 51 {e4f787673fbda589a16c4acddca5ba6fa1cbf0bc0eb53f36e5f8309f6ee846cf} in 2021. The advancement was spurred at the very least in section by an additional federal grant UCI obtained to launch Varied Instructional Group and Doctoral Experience (10 years), which supports gals and underrepresented minorities. It is one particular of several courses in the graduate division designed to help graduate learners from different backgrounds do well and sense included.

Women at UCI are likely to finish their doctorates, on regular, a very little a lot quicker than their male counterparts – a optimistic indicator that obscures a likely problem, according to Gillian Hayes, vice provost for graduate education and learning and dean of the graduate division.

“Academia can truly feel precarious, so anecdotally, all those students with the fewest protection nets are most possible to end their levels quicker, but also much more most likely to pivot to a nonacademic profession,” suggests Hayes. “So we need to have to generate basic safety nets and as quite a few prospects as we can for ladies and underrepresented minorities to persist in academia because we owe it to our learners to have professors who share backgrounds and lifetime activities identical to theirs.”

Equity horizons

As alternatives for gals have expanded, so far too has the realization that “women” encompass a numerous group. Title VI of the exact legislation that banned sex discrimination in training, prohibited discrimination on account of race. But neither legislation addresses people today who slide into equally types.

“We’re however grappling with how to infuse intersectional identity into Title IX, because the policy was not specific about it,” states Haynes.

One more rising concern with Title IX is transgender discrimination, which proceeds to attract focus in school athletics plans nationwide.

“Title IX developed a space for remaking the university as a area where folks can provide their entire selves,” suggests Haynes. “By no suggests are we at a position exactly where transgender folks truly feel wholly accepted, but Title IX is 1 of the handful of items of laws that provides both of those a mandate and a obligation for generating an inclusive surroundings for transgender folks.”

Although Title IX prohibits discrimination in schooling and gave universities the authority to keep people today accountable for sexist habits, the spirit of the law ultimately goes further, according to Judy Tzu-Chun Wu, UCI professor of Asian American scientific tests, who recently revealed a biography of Title IX author and sponsor Patsy Mink.

“Coming out of the actions of the 1960s, gals had been hoping to attain equal legal rights as well as liberation, which involved rethinking gender roles these as who does housework, and reconsidering regular specifications of attractiveness,” suggests Wu. “People like Patsy Mink advocated for the promise of gender equity, and that is the spirit we should really embrace – not the minimum to prevent prosecution.”

UCI, established just seven years before Title IX, has youth and adaptability on its facet.

“As a newer institution, we don’t have 100 many years of historical past to maintain us back again. We have the risk of reinvention, to make new intellectual communities, new traditions,” suggests Wu. “That’s just one of the explanations I’m captivated to performing in this article.”

It’s perform that propels Haynes and other campus leaders ahead every day, striving toward equity and inclusion.

“It’s a person factor to prohibit intercourse discrimination. It is rather another thing to progress gender fairness for gals as students, college, team and members of our community,” claims Haynes. “At its core, gender equity needs that all of us get accountability for producing an atmosphere at UCI where by all people can prosper – whether or not in bodily action or in physics.”