Shawaqfeh Mohammad S, Al Bekairy Abdulkareem M, Al-Azayzih Ahmad, Alkatheri Abdulmalik A, Qandil Amjad M, Obaidat Aiman A, Al Harbi Shemylan, Muflih Suhaib M
College of Pharmacy, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.
Department of Pharmaceutical Care, King Abdulaziz Medical City-Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia.
J Med Educ Curric Dev. 2020 Oct 6;7:2382120520963039. doi: 10.1177/2382120520963039. eCollection 2020 Jan-Dec.
The COVID-19 pandemic imposed dramatic changes on educational practices worldwide. Many universities and schools have moved into the delivery of their courses and educational programs utilizing fully electronic online modes. This study aims to evaluate the pharmacy student distance online learning experience during the COVID-19 pandemic.
A cross-sectional survey was utilized where a 3-domain survey questionnaire focused on preparedness, attitude and barriers was distributed to students at the time of conclusion of the semester. Each domain consists of multiple questions that made up a score that reflects their preparedness, attitude as well as barriers relevant to distance online learning experience. The survey was voluntarily, and all data were collected and recorded via google forms with maintaining anonymity.
The response rate was about 75% (n = 309). The results' analysis revealed no gender differences in any of these domains. However, there were some variable responses among different educational levels. The average preparedness score was 32.8 ± 7.2 (Max 45), the average attitude score was 66.8 ± 16.6 (Max 105), and the average barrier score was 43.6 ± 12.0 (Max 75). There was statistical significance difference in both preparedness score and attitude scores between different professional years (-value <.05). However, there was no difference in barrier scores among all professional years. The results indicated that about 61.4% of the students agreed on that college of pharmacy was well-prepared and ready for the online education during the emerging COVID-19 pandemic with complete transition into online education. The results also indicated that 49.2% of the students showed positive attitude toward the provided online learning. The results indicated that about 34% of the students identify some barriers toward the provided online learning. Finally, there were strong association between the need for training on how to receive online courses and preparedness and barriers scores.
E-learning experience pose challenges and presents opportunities during emergency situations. The need for training for students and faculty was highly associated with the preparedness and barriers domains rather than the infrastructure or computer literacy, so the school can improve their experience by addressing these needs.
新冠疫情给全球的教育实践带来了巨大变化。许多大学和学校已转向完全通过电子在线模式来提供课程和教育项目。本研究旨在评估新冠疫情期间药学专业学生的远程在线学习体验。
采用横断面调查，在学期结束时向学生发放一份包含准备情况、态度和障碍三个领域的调查问卷。每个领域由多个问题组成，这些问题构成一个分数，反映他们在远程在线学习体验方面的准备情况、态度以及障碍。该调查是自愿参与的，所有数据通过谷歌表单收集和记录，并保持匿名。
回复率约为75%（n = 309）。结果分析显示，在这些领域中不存在性别差异。然而，不同教育水平之间存在一些不同的回答。准备情况平均得分是32.8 ± 7.2（满分45），态度平均得分是66.8 ± 16.6（满分105），障碍平均得分是43.6 ± 12.0（满分75）。不同专业年级的准备情况得分和态度得分均存在统计学显著差异（p值 <.05）。然而，所有专业年级的障碍得分没有差异。结果表明，约61.4%的学生认为药学院在新冠疫情期间为在线教育做好了充分准备，并已完全过渡到在线教育。结果还表明，49.2%的学生对所提供的在线学习持积极态度。结果表明，约34%的学生指出了所提供在线学习存在的一些障碍。最后，在如何接受在线课程的培训需求与准备情况得分和障碍得分之间存在很强的关联。
在紧急情况下，电子学习体验既带来挑战也带来机遇。对学生和教师进行培训的需求与准备情况和障碍领域高度相关，而非基础设施或计算机素养，因此学校可以通过满足这些需求来改善他们的体验。
