Learning Preferences Research Articles

Pandemic to Endemic: Changing Learning Styles as Coping Mechanism

Professional accountancy students face challenges as examinations are conducted by professional bodies separate from their learning institutions. As COVID19 enters the endemic stage, the transition from online distance learning (ODL) back to traditional face-to-face learning raises learning behaviours and preferences issues. This quantitative research on professional accounting students at Universiti Teknologi Mara (UiTM), aims to provide a perspective and critical evaluation of students' learning preferences and its implications on the appropriate teaching and learning pedagogy. The Partial Least Square Structural Equation Modelling (PLS-SEM), a multivariate method, is used to find path models with latent constructs to identify the influencing factors of ACCA students’ examination performances. It is found that ODL classes do not significantly change students’ learning style. It can be deduced that students are comfortable with ODL and traditional classes. Generally, the learning profile of the student population in this study indicates that the ability to adapt is still lacking and this may be a localised scenario. In Malaysia, to address this may require a comprehensive review of the education system that can develop students to become independent and active learners with high self-motivation.

Comparing the Effectiveness of Different Dietary Educational Approaches for Carbohydrate Counting on Glycemic Control in Adults with Type 1 Diabetes: Findings from the DIET-CARB Study, a Randomized Controlled Trial.

Carbohydrate counting is recommended to improve glycemic control in type 1 diabetes (T1D), but the most effective educational methods are unclear. Despite its benefits, many individuals struggle with mastering carbohydrate counting, leading to inconsistent use and suboptimal glycemic outcomes. This study aimed to compare the effectiveness of two group-based programs with individual dietary counseling (standard care) for glycemic control. The trial was a randomized, controlled, open-label, parallel-group design. Adults with T1D on multiple daily insulin injections (MDIs) and with glycated hemoglobin A1c (HbA1c) 53-97 mmol/mol were randomly assigned (1:1:1) to basic (BCC), advanced carbohydrate counting (ACC), or standard care. Primary outcomes were the changes in HbA1c or mean amplitude of glycemic excursions (MAGEs) in BCC and ACC versus standard care after six months. Equivalence testing was performed to compare BCC and ACC. Between November 2018 and August 2021, 63 participants were randomly assigned to BCC (N = 20), ACC (N = 21), or standard care (N = 22). After 6 months, HbA1c changed by -2 mmol/mol (95% CI -5 to 0 [-0.2%, -0.5 to 0]) in BCC, -4 mmol/mol (-6 to -1 [-0.4%, -0.6 to -0.1]) in ACC, and -3 mmol/mol (-6 to 0 [-0.3%, -0.6 to 0]) in standard care. The estimated difference in HbA1c compared to standard care was 1 mmol/mol (-3 to 5 [0.1%, -0.3 to 0.5]); p = 0.663 for BCC and -1 mmol/mol (-4 to 3 [-0.1%, -0.4 to 0.3]); p = 0.779 for ACC. For MAGEs, changes were -0.3 mmol/L (-1.5 to 0.8) in BCC, -0.0 mmol/L (-1.2 to 1.1) in ACC, and -0.7 mmol/L (-1.8 to 0.4) in standard care, with differences of 0.4 mmol/L (-1.1 to 1.9); p = 0.590 for BCC and 0.7 mmol/L (-0.8 to 2.1); p = 0.360 for ACC versus standard care. An equivalence in effect between BCC and ACC was found for HbA1c, but not for MAGEs. Group-based education in BCC and ACC did not demonstrate a clear advantage over individualized dietary counseling for overall glycemic control in adults with T1D. Healthcare providers should consider flexible, patient-centered strategies that allow individuals to choose the format that best suits their learning preferences when selecting the most suitable dietary educational approach.

Importance of learning styles in teaching and learning during the COVID-19 pandemic: A critical review of recent studies

The COVID-19 pandemic has necessitated a shift toward online education, making it more critical than ever to understand the impact of learning styles on teaching and learning. This critical review examined recent studies on the topic and highlights the significance of catering to individual learning styles to optimize student performance in diverse educational settings. From all the articles, four main concepts emerged: implementing effective teaching strategies for diverse learners, identifying and using learning styles to cater to student's individual needs, supporting students with individualized needs during remote instruction, and evaluating and assessing student learning in an online environment. Schools and teachers could identify students' learning styles using various tools. They could also use these learning styles to fit their teaching strategies in the class and the assessments. Teachers used a variety of educational tools and artificial intelligence for individualized instruction. The review concluded that educators incorporated various teaching methods and technologies to accommodate students' learning preferences and foster meaningful engagement in virtual classrooms, particularly during these challenging times.

Education for people with serious chronic respiratory diseases and their informal caregivers: how to address challenges that impact learning.

Shared decision making is crucial in palliative care for people with serious chronic respiratory diseases and their informal caregivers. Patient education is a critical component in this process, as it provides patients and their informal caregivers the necessary knowledge for informed decisions regarding symptom management, coping with breathlessness, and advance care planning. However, education does not automatically lead to acquiring knowledge. This review describes challenges for education for people with serious chronic respiratory diseases and their informal caregivers and describes how learner-centered education can address these. People with serious chronic respiratory diseases and their informal caregivers face diverse information needs and learning challenges, with low health literacy and cognitive problems being common. Healthcare professionals can facilitate learner-centered education by enhancing motivation for knowledge acquisition by meeting information needs and learning preferences of patients and their informal caregivers, and by ensuring that information is understandable and readable for those with low health literacy and cognitive problems. E-health applications may serve as valuable tools in this process. Learner-centered education may enhance knowledge acquisition in people with serious chronic respiratory diseases and their informal caregivers aiming to gain control over symptoms and optimize shared decision making and advance care planning.

Context dependent preferences in prestige bias learning about vaccination in rural Namibian pastoralists

Extensive work in the social sciences suggests that vaccination decisions are subject to incentives, biases, and social learning processes, including prestige bias transmission. High status figures, like doctors and public health officials, can be effective messengers for vaccination information and uptake under certain conditions. In communities where there is significant medical mistrust and less interaction with markets and formal medical systems, prestige bias social learning may operate through different channels. Here, we examine the role of prestige bias on vaccine decisions in two ethnic groups (Himba and Herero) with varying levels of market integration and experiences with formal healthcare systems. Participants completed a ranking task, comparing the influence of four prestigious individuals on vaccine decisions and a survey on medical mistrust. Using Plackett-Luce models, we compare the influence of location, ethnic affiliation, and other covariates on rankings. A multi-level model compared the influence of those within and outside one's ethnic group, as well as specialist (doctor/healer) and generalist (chief/governor) prestige figures. Results indicate changes in the rank of prestigious individuals across the rural-urban gradient. Our results demonstrate significant variability in prestige-biased social learning about vaccine decision making. Medical mistrust did not impact rankings. Contrary to previous work, we find that whether a prestigious individual is locally prominent is more important than their expertise in the relevant domain (health and healing). These findings emphasize the need for more context-specific studies of prestige bias, which can improve our understanding of healthcare decision-making and guide public health messaging across diverse contexts.

Developing cultural awareness competencies in purchasing and supply management education

AbstractThis paper examines the evolving demands of purchasing and supply management (PSM) education, especially in addressing topics that have gained prominence in global supply chains. One such topic is cultural awareness. However, despite its critical relevance in today's global landscape, the topic is often underrepresented in PSM curricula. This gap is further compounded by the unique learning preferences of Generation‐Z, who are less inclined toward traditional “reading and writing” methods, presenting additional challenges for educators in teaching such complex topics. This underscores the need for innovative teaching strategies that engage students and improve knowledge retention. We propose employing an Entertainment‐Education approach by integrating movies into PSM courses. We describe a specifically tailored activity for a PSM course that includes a movie available on an over‐the‐top platform implemented at two state universities in the United States. The outcomes from both universities offer evidence supporting the development of cultural understanding within the PSM domain among the students. Although numerous studies have demonstrated the effectiveness of movies as educational tools, our research is one of the first within the PSM domain to investigate their potential for cultivating cultural awareness, thereby paving the way for further research into the role of movies in PSM education.

Scaffolding-informed design of open educational resources in Chinese secondary school mathematics: insights from multi-cycle formative evaluation

In the post-pandemic world, open educational resources (OER) have the potential to ensure educational equity by providing all students with access to learning materials and by supporting teachers’ instructional practices through readily available, adaptable resources. However, the quality of OER continues to be a concern. Therefore, this study explored the use of (1) GeoGebra and scaffolding strategies to develop OER for secondary school mathematics teaching and (2) formative evaluation techniques to enhance the quality of the OER. A GeoGebra expert and a total of 40 frontline teachers participated in three review cycles of the OER development in the project. The feedback from each cycle informed the application of scaffolding strategies in the development of OER for the subsequent cycles. In Cycles 2 and 3, teachers rated the OER and provided feedback through surveys for further improvement. The results indicated that teacher ratings were significantly higher in Cycle 3 (n = 40, Mdn = 5) than in the previous cycle (n = 21, Mdn = 4) regarding the appropriateness of the OER for students with different learning preferences, z = − 2.87, p < 0.05. The results of the project-end satisfaction survey further revealed that all of the teacher participants were satisfied with the OER, which also enhanced their teaching practices. The results of the study offer a theoretical foundation that OER developers can ground upon to enhance their OER design. They also provide practical insights into the application of formative evaluation in the OER development that OER developers can adopt to create resources that are finely attuned to the needs of frontline teachers.

Navigating educational transformation: Understanding learning styles’ preferences of Egyptian students in the post-pandemic era

This study investigated the Learning style preferences of Egyptian EFL learners post-COVID-19. It aims to examine differences emerging in multimodal and bimodal learning preferences based on demographic variables of age and gender and consider the cultural educational context in Egypt during and post the pandemic era. Utilizing the VARK Model, Mayor’s Multimodal Learning Theory, and the Connectivism Learning Theory a survey comprising 19 questions was disseminated to 211 Egyptian EFL students from various age groups. Findings reveal a predominant preference for multimodal learning, particularly visual and read/write styles, with significant variations between genders. Female learners exhibited a stronger inclination towards kinesthetic styles, while males preferred visual methods. Younger learners and female students showed a stronger preference toward the multimodal approach that integrates technology-mediated learning, whereas older students and male learners were in favor of the more traditional modes of learning. The study highlights the importance of integrating traditional instruction wit multimedia resources, particularly for younger learners who thrive in interactive settings. Recommendations include encouraging collaboration between public and private educational sectors, increase the community services and initiatives for community-based learning to address the diverse needs of unprivileged learners. The study advocates for an innovative and holistic teaching approach to enhance engagement and motivation, achieve quality education, and cultivate an informed, skilled generation capable of contributing to the sustainable future of Egypt 2030.

Gender-Related Preferences for Learning by Tinkering: Updated Research is Needed

Imagine you open a new application on your computer for the first time, and a help wizard appears on the screen. Do you follow the step-by-step tutorial, or do you dismiss it and tinker with the interface? Previous studies show that designing for both types of users yields a more gender-inclusive design. This paper explores the question: if those studies were based on participants born several technology-generations earlier, does this research need an update? Children now have greater access to smartphones and STEM outreach opportunities than before, which may have shifted girls’ technology learning preferences. This research found that most studies about gender and tinkering were conducted before 2006, revealing a research gap about younger generations. Future work could explore whether preferences to learn by process or by tinkering are still disproportionately represented in different genders. This work has implications for how human factors professionals design gender-inclusive products and training.

Examining the Views of non-e-Tutoring Students on Potential Benefits and Drawbacks of Incorporating e-Tutoring into Their Learning Experience

In recent years, technology integration in education has transformed the learning environment in online institutions. One technological advancement that has gained popularity is e-tutoring which offers personalised academic support to students through online platforms. While e-tutoring has become well-known and has been adopted to promote collaborative learning, there are still students who do not use these services for various reasons. This study explored the perspectives of students who do not utilize e-tutoring services in online education settings, shedding light on their perceptions. A quantitative research approach with a descriptive design was adopted to gather and analyse data on the perspectives of non-e-tutoring students. Online questionnaires were employed as the primary data collection method, allowing for the efficient collection of data from many respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS). Ethical concepts such as informed consent, anonymity of responses and protection of respondents against harm were maintained. Findings indicate that non-e-tutoring students perceive a sense of control over their own pace of learning, suggesting a preference for self-directed learning and the ability to tailor their educational experience to their individual needs and learning styles. They also perceive a lack of clarity in the roles of e-tutors, leading to uncertainty about their responsibilities. In terms of communication, students feel overwhelmed by the volume of announcements and find repetitive information frustrating. Additionally, some students face challenges with their internet connection and associated cost, which can hinder their participation in online activities. Notably, a desire for peer interactions, teamwork, and a sense of belonging in a community highlights the importance of social aspects in online learning. This study recommends that students seek alternate support systems by contacting academics and facilitators for guidance and clarification. Developing self-directed learning skills is essential, empowering students to take charge of their learning through setting objectives, creating their study plans, and utilising resources. For higher education institutions (HEIs), it was recommended that they ensure that a variety of support services are available to cater to the needs of all students, including non-e-tutoring students.

Transitive inference as probabilistic preference learning.

Transitive inference (TI) is a cognitive task that assesses an organism's ability to infer novel relations between items based on previously acquired knowledge. TI is known for exhibiting various behavioral and neural signatures, such as the serial position effect (SPE), symbolic distance effect (SDE), and the brain's capacity to maintain and merge separate ranking models. We propose a novel framework that casts TI as a probabilistic preference learning task, using one-parameter Mallows models. We present a series of simulations that highlight the effectiveness of our novel approach. We show that the Mallows ranking model natively reproduces SDE and SPE. Furthermore, extending the model using Bayesian selection showcases its capacity to generate and merge ranking hypotheses as pairs with connecting symbols. Finally, we employ neural networks to replicate Mallows models, demonstrating how this framework aligns with observed prefrontal neural activity during TI. Our innovative approach sheds new light on the nature of TI, emphasizing the potential of probabilistic preference learning for unraveling its underlying neural mechanisms.

Leveraging user’s preference and social circle for personalized recommendation via matrix factorization with sub-linear convergence rate

Recommender systems aim to filter information effectively and recommend useful sources to match users’ requirements. However, the exponential growth of information in recent social networks may cause low prediction accuracy for recommendation systems. This article proposes a unified personalized recommendation architecture referred to as PSRec, which incorporates user preference and social relationship into matrix factorization framework. Specifically, PSRec generates two collections for textual reviews and contextual information respectively, and performs preference learning for each user via the Latent Dirichlet Allocation topic model. Moreover, PSRec exploits the inner relations within the social circle for recommendation, including direct trust relationship and indirect trust relationship. Additionally, it’s certificated that PSRec can converge at a sub-linear rate via theoretical analysis. Experimental results over DoubanMovie, CiaoDVDs and Yelp demonstrate the superiority of the proposed PSRec, which can achieve significant improvements and provide much better user experience while compared with other benchmark models.

Research on the Innovation in College English Teaching under the Background of New Liberal Arts

This article provides a brief overview of the application and development of artificial intelligence (AI) in the field of education under the background of New Liberal Arts. It also highlights the importance and current status of innovative approaches in college English teaching. Furthermore, it presents the research objectives and methods. The application of artificial intelligence in education has witnessed significant growth and advancement in recent years. AI technologies, such as machine learning and natural language processing, have been utilized to enhance various aspects of education, including personalized learning, intelligent tutoring systems, and automated grading. These applications have shown promising results in improving students' learning outcomes and engagement. In the context of college English teaching, innovation is crucial to meet the evolving needs and expectations of students. Traditional teaching methods often fail to cater to individual learning styles and preferences, leading to limited effectiveness and student disengagement. Therefore, there is a pressing need to explore innovative approaches that leverage AI technologies to create more interactive and personalized learning experiences. The research aims to investigate the potential of integrating AI into college English teaching and its impact on students' learning outcomes and engagement. The study will employ a mixed-methods approach, combining quantitative analysis of students' performance data with qualitative interviews and surveys to gather comprehensive insights. By examining the effectiveness and challenges of AI integration in English teaching, this research seeks to provide valuable recommendations for educators and policymakers to enhance the quality of college English education. Above all , this study aims to explore the application of artificial intelligence in college English teaching, considering its potential to improve learning outcomes and engagement. By adopting a mixed-methods research approach, this study intends to provide valuable insights and recommendations for educators and policymakers to promote innovative and effective English teaching practices.

Understanding Medical Students' Perceptions of E-Learning: A Study at the Faculty of Medicine and Pharmacy in Casablanca

Introduction: E-learning is essential in today's medical education, since it enhances the learning outcomes through easy access to resource materials and interactivity. Nonetheless, obstacles like technological aspects and the limited interaction of the student-teacher can impact its effectiveness. The purpose of this study was to understand how medical students perceive e-learning. Methods: A cross sectional study was conducted at the Faculty of Medicine and Pharmacy in Casablanca in 2023. A stratified cluster sampling method was adopted to select the participants. A self administrated questionnaire was distributed. We asked students about their demographic data, previous experience with online learning, learning formats preference and perception of e-learning. Results: A total of 373 students participated in the survey, with a mean age of 20.4 years and 61.4% being female. Just over half supported implementing e-learning (55.8%), about 63% of students had prior experience with the university's platform, and 59.8% found it easy to use. Most students preferred blended learning (74.8%) and asynchronous online learning (79.9%), additionally 72% favored live streaming with recordings as an e-learning resource. The primary advantage cited was flexibility (93.6%), whereas challenges included technical issues (71.5%) and limited interaction (54.8%). Prior experience significantly influenced students' positive perceptions of e-learning (p&lt;0.001). Conclusion: Overall, medical students have a positive perception regarding e-learning, valuing its flexibility and convenience. However, technological difficulties must be resolved. These insights can help policymakers put effective e-learning infrastructure and strategies into place.

&lt;b&gt;Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School &lt;/b&gt;

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

Determinants of nursing students’ satisfaction with blended learning

BackgroundBlended learning, a pedagogical approach combining traditional classroom instruction with online components, has gained prominence in nursing education. While offering numerous benefits, student satisfaction with blended learning remains a critical concern. This study contributes to the existing literature by providing a comprehensive evaluation of the determinants influencing nursing students’ satisfaction with this innovative educational modality. By examining a wide range of factors, including sociodemographic characteristics, academic factors, and environmental influences, this research offers valuable insights for educators to optimize blended learning experiences in nursing education.MethodsA descriptive cross-sectional research design was conducted. This study investigates the factors influencing nursing students’ satisfaction with blended learning at Alexandria University, Egypt, where blended learning programs have been integrated into the curriculum primarily through the Microsoft Teams platform. A convenient sample of 1266 nursing students from both bachelor and technical educational institutions participated in the study from September 2023 to the end of December 2023. Data were collected using an online survey containing two measurement tools: the Blended Learning Satisfaction Scale and the Environmental Facilitators and Barriers to Student Persistence in Online Courses scale. Statistical analyses, including descriptive statistics and backward multiple linear regression, were conducted to identify factors that are associated with the satisfaction of nursing students’ with blended learning.ResultsFindings indicate that factors such as age, gender, income, employment status, access to suitable internet sources, academic year, computer literacy, preferred learning method, and perceptions of environmental facilitators significantly influence satisfaction scores (all p < 0.001). The overall regression model, with an adjusted R² of 0.31, signifies that 31% of the variance in satisfaction scores is explained collectively by the previously mentioned variables (F = 21.21, p < 0.001).ConclusionStudents’ sociodemographic variables, preference for blended learning, and perception of environmental facilitators such as encouragement to enroll in the course significantly influence nursing students’ satisfaction levels with blended learning. However, limitations in the current study such as self-report bias, convenient sampling, and cross-sectional design limit the generalizability and causal inferences of these findings.

Designing Personalized Learning Paths for Foreign Language Acquisition Using Big Data: Theoretical and Empirical Analysis

This study introduces the Data-Driven Personalized Learning Model (DDPLM), a sophisticated framework designed to enhance foreign language acquisition through the integration of big data analytics. Implemented within the educational platforms Edmodo and Duolingo, DDPLM utilizes real-time data processing to tailor learning paths and content dynamically to individual learner needs. Our findings indicate significant improvements in language learning efficiency, engagement, and retention. The model’s adaptability across different digital environments showcases its potential scalability and effectiveness in various educational contexts. Additionally, the research addresses the critical role of personalized feedback and adaptive challenges in maintaining learner motivation and promoting deeper linguistic comprehension. The outcomes suggest that DDPLM significantly transforms traditional language education, making it more personalized, efficient, and aligned with individual learning preferences.

Identification of Learning Styles of Undergraduate Physiotherapy Male and Female Students

Abstract Background: The concept of learning styles pertains to the different ways in which individuals organize and interpret information. Numerous factors influence an individual’s learning style. Objective: The purpose of this study was to investigate the most popular learning styles of male and female physiotherapy students. Materials and Methods: A total of 181 participants were selected via a stratified random sampling method based on specific inclusion criteria. Of these, 71 were male and 110 were females. The VARK learning style questionnaire was employed to assess their learning styles, and the data were analyzed using statistical variables such as mean and percentage. Results: The results indicated that 91.5% of male participants preferred bimodal learning styles, with the most popular learning style among them being kinesthetic, chosen by 53.8%. Among female participants, 83.6% preferred unimodal learning styles, while 7.27% preferred bimodal learning styles. Their most favored learning style was also kinesthetic, chosen by 61.38% of female participants. Conclusion: The study identified that both male and female physiotherapy students mostly preferred the kinesthetic learning styles, thereby indicating a similarity in learning styles between them. These findings could be useful for educators in the field of physiotherapy by helping them design learning materials that cater to the most popular learning styles of their students.

THE IMPACT OF GAMIFICATION ON EMPLOYEE LEARNING AND DEVELOPMENT: A COMPARATIVE STUDY OF TRADITIONAL AND GAMIFIED TRAINING METHODS

Gamification has become a popular trend in corporate learning, with many organizations incorporating game design elements into their employee training programs. However, there is limited research on the effectiveness of gamification in enhancing employee learning and development. This study aims to address this gap by conducting a comparative analysis of traditional and gamified training methods on employee learning outcomes. A mixed-methods approach was employed, involving both quantitative and qualitative data collection and analysis. The results of the study indicate that gamified training methods significantly outperform traditional methods in terms of engagement, motivation, and knowledge retention. Additionally, the study found that gamified training methods were particularly effective in promoting soft skills development, such as teamwork and communication. The findings suggest that gamification can be a valuable tool for organizations seeking to improve employee learning and development outcomes. The study also highlights the importance of considering individual differences in learning preferences and styles when designing gamified training programs. The rise of gamification has revolutionized the way organizations approach employee learning and development. This study aims to investigate the impact of gamification on employee learning and development, comparing its effectiveness with traditional training methods. A comprehensive review of existing literature suggests that gamification has the potential to increase employee engagement, motivation, and retention, as well as improve knowledge retention and transfer. In contrast, traditional training methods often rely on lectures, reading materials, and quizzes, which may not be as effective in promoting active learning and retention. This comparative study examines the effects of gamification on employee learning outcomes, including cognitive, affective, and behavioural outcomes, and compares them to traditional training methods. The findings of this study provide valuable insights for HR professionals, trainers, and managers seeking to design effective training programs that leverage the power of gamification to improve employee learning and development. KEYWORDS: - Gamification, employee learning and development, traditional training methods, job satisfaction, engagement, productivity, employee retention.

Medical students’ perceptions of live versus recorded pathology lectures at a South African medical school during the Covid-19 pandemic: unique lessons for undergraduate pathology education in a diverse student population

Abstract Introduction/Objective The morphological depiction and interactive learning vital to the core discipline of anatomical pathology posed specific challenges during emergency remote teaching (ERT) in the COVID 19 pandemic. Using voice-over PowerPoint presentations (VoPPPs) in anatomical pathology at Wits University in Johannesburg, South Africa during this time provided a unique opportunity to determine students’ perceptions of this teaching and learning modality. Objective To determine a South African medical students’ perceptions of live lectures vs online learning with VoPPPs during the Covid-19 pandemic. Methods/Case Report A descriptive, cross-sectional, online survey was sent to 326 4th year medical students in 2020. The questionnaire consisted of closed- and open-ended questions. Descriptive and inferential statistical tests were conducted on the quantitative data. Content analysis was performed on the open-ended responses. Results (if a Case Study enter NA) The survey response rate was 56.75%. Respondents preferred the traditional lecture format to the exclusive use of VoPPPs (48.6% to 34.6%) for pathology learning. Respondents appreciated the flexibility of learning from VoPPPs, resulting in blended learning being the preferred approach (45.9% vs 44.3 for live lectures only and 9.7% for VoPPPs only, respectively). Respondents indicated a need for more effective use of VoPPPs regarding the depiction of pathology images, more opportunities for feedback, and more online learning modalities in addition to VoPPPs. Some respondents from rural areas stated that their home study environments were not conducive to online learning modalities. Conclusion Blended learning combines the interactivity possible in contact sessions with the time benefits of online learning for undergraduate pathology education. However, educators should use various online methods rather than relying solely on VoPPPs. This is especially important when considering the visual nature of pathology lectures. Where VoPPPs are used, they should be used effectively, mainly using good quality, labelled images to depict morphology. The preference for blended learning offers exciting possibilities for developing integrated learning platforms in the future, however, these must be tailored to suit the needs of students from economically and ethnically diverse backgrounds.