Perceptions of Medical Students Concerning Online Education
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Abstract
Background: The COVID-19 pandemic necessitated a rapid shift to online education systems worldwide, significantly affecting traditional learning environments. This study examines the perceptions and experiences of medical students at Liaquat University of Medical & Health Sciences (LUMHS) during the enforced online education period, exploring the efficacy and challenges of this sudden transition.
Objective: The main objective of this study was to assess medical students' perceptions of online education, their engagement with various digital tools, and the effectiveness of online learning during the COVID-19 lockdown.
Methods: A cross-sectional study was conducted using a non-probability convenience sampling method at LUMHS. The study spanned one month and included undergraduate medical students who consented to participate. A structured questionnaire was employed to collect data on students' demographics, their experiences with online classes, and the challenges faced. Ethical approval was obtained from the Institutional Ethical Review Committee of LUMHS. Data analysis was performed using SPSS version 25, employing descriptive statistics, frequency distributions, and Chi-square tests to assess the relationships between variables.
Results: The study comprised 328 participants with a gender distribution of 40.55% male and 59.45% female. Age groups were 18-20 (30.48%), 21-22 (33.55%), and 23-24 (35.97%). Most students preferred online sessions of 40-45 minutes, with significant dissatisfaction reported regarding the educational effectiveness of online learning compared to traditional methods. Technical issues, internet connectivity, and inadequate electrical supplies were significant barriers encountered.
Conclusion: The findings highlight the challenges and limitations of sudden transitions to online learning. Despite the proactive measures by educational institutions and government bodies, students faced significant hurdles that impacted their learning experiences. Future educational strategies should consider these insights to enhance the design and delivery of online education, ensuring it is more robust and effective.
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