Abstract
BackgroundDuring the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. And there is a lack of empirical evidence of effective medical education curriculum that has been completely implemented in an online format. This study summarizes medical students’ perspectives regarding online-learning experience during the COVID-19 outbreak and presents reflection on medical education.MethodsFrom February 21st to March 14th, 2020, the authors conducted survey of a nationally representative sample of undergraduate medical students from 90 medical schools in China. Participant demographics and responses were tabulated, and independent sample t-tests as well as multiple logistic regression models were used to assess the associations of demographic characteristics, prior online learning experience, and orientation with students’ perspectives on the online learning experience.ResultsAmong 118,030 medical students participated in the survey (response rate 52.4%), 99,559 provided valid data for the analysis. The sample is fairly nationally representative. 65.7% (65,389/99,559) supported great orientation and 62.1% (61,818/99,559) reported that they were satisfied with the ongoing online-learning experience. The most common problem students would encounter was the network congestion (76,277/99,559; 76.6%). Demographics, learning phases, and academic performance were associated with online-learning engagement and perceptions. Formal orientation and prior PU (perceived usefulness of online learning) were significantly positively associated with the satisfaction and evaluation of the online learning experience (p < 0.001).ConclusionsData from this national survey indicates a relatively positive role of online learning as a formal teaching/learning approach in medical education. Considerations should be made regarding such application in aspects of students’ different learning phases. We suggest that further policy interventions should be taken from technological, organizational, environmental, as well as individual aspects, to help improve the outcome of online learning for future doctors.
Highlights
During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula
Study measures Prior online learning experience Based on the Technology Acceptance Model (TAM) and previous empirical research [15], we investigated students’ online learning experience: perceived usefulness (PU) of online learning
The final sample accounted for 24.4% of all medical undergraduate students in China (408,764 in total)
Summary
During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. Medical education and healthcare training were often greatly affected during previous infectious disease pandemics [3]. The COVID-19 has transitioned the education and training of medical students and healthcare workers (HCWs) [4]. If not all, of the undergraduate medical education and training programs, have been put on halt since the outbreak, especially during the initial stage of the outbreak. In this study, using survey data of about 25% of Chinese undergraduate medical students during the COVID-19 outbreak, we collected one of the first evidence on student engagement and responses to online education
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