Features of distance learning in medical education - Systematic review

Abstract

Due to the COVID-19 pandemic, higher educational institutions have moved from the usual mode of study to online learning. Therefore, the purpose of this systematic review was to investigate the effectiveness of distance learning for students and teachers in the context of the COVID-19 pandemic. Data search was carried out in databases – PubMed, Google Scholar using the search strategy “distance learning”, “effectiveness of distance learning”, “online education”, “distance learning in medical education”, “feedback from students and teachers about distance learning”, “distance learning during COVID-19”. The screening study has found 174 records after removing duplicates. The qualitative synthesis included 15 studies. Analysis of the included studies was performed using the Risk of Bias Quality Assessment Tool for Cohort Studies and the Assessment Tool for case series and cross- sectional studies. Quantitative student performance data regarding distance learning is synthesized in 6 scientific publications using (structured questionnaire, FSHM (Fellowship in Secondary Hospital Medicine) program, online questionnaire, distance education perception scale). There were 3 studies which found that modular control of the distance learning has contributed to academic success of students and the effectiveness of exams (69.5%), compared to the paper version (68.81%). The other 3 studies describe the effectiveness of distance learning as a good way to gain theoretical knowledge. The following 5 studies describe students' preferences for distance learning, namely: flexibility of study time, improved quality of education, student motivation for online learning, safety of avoiding contact, and potential impact of infection. Among the shortcomings identified there are technological problems (poor Internet connection), a sense of isolation, increasing training load, technostress. The analysis of teachers’ feedback on the distance learning was performed in 4 studies. 61.1% of teachers are satisfied with online education, but 95.8% of researchers preferred face-to-face classes. According to this review, distance learning demonstrated a better impact on medical students' learning outcomes, ease of monitoring, flexibility of time and place, compared to traditional learning. In the presented results, the influencing factors of the selected studies are described, the positive and negative aspects of each research design are evaluated.