Elzainy Ahmed, El Sadik Abir, Al Abdulmonem Waleed
Department of Anatomy and Histology, College of Medicine, Qassim University, Buraidah, KSA.
Department of Pathology, College of Medicine, Qassim University, Buraidah, KSA.
J Taibah Univ Med Sci. 2020 Dec;15(6):456-462. doi: 10.1016/j.jtumed.2020.09.005. Epub 2020 Oct 22.
During the COVID-19 pandemic, academic institutions are promptly shifting all educational activities to the e-learning format. The present work describes concurrent procedures for online teaching and assessment performed at the College of Medicine, Qassim University, KSA. We also explored the impact of e-learning and assessment on the performance of students and faculty, and the challenges to their sustainability.
In this descriptive cross-sectional study, we recorded the number and duration of different online educational activities during the COVID-19 pandemic. Training sessions for various procedures of virtual classrooms and online assessments were organised for teachers and students. A newly established e-assessment committee arranged different online assessments. A comparison between the mean problem-based learning (PBL) grades of the same students was conducted either face-to-face or online. A student satisfaction survey and online staff focus group about the online learning experiences were conducted, and weekly staff perception reports were prepared. The results obtained were then analysed.
A total of 620 virtual classrooms were successfully implemented over 994 h including theoretical lectures, PBL sessions, seminars, and tutorials. A significant increase in the mean PBL grades was observed for female students during the online sessions. Out of the basic year students and staff, 58.82% reflected their high satisfaction towards virtual classrooms, online assessment, and online workshops.
The present study elaborates on the benefits of e-learning and assessment. We observed higher student achievements and promising staff perceptions with obvious improvement in their technological skills. These findings support the shift towards future implementation of more online medical courses.
在新冠疫情期间，学术机构迅速将所有教育活动转向电子学习模式。本研究描述了沙特阿拉伯卡西姆大学医学院开展的在线教学与评估的并行程序。我们还探讨了电子学习与评估对学生和教师表现的影响，以及其可持续性面临的挑战。
在这项描述性横断面研究中，我们记录了新冠疫情期间不同在线教育活动的数量和时长。为教师和学生组织了关于虚拟课堂和在线评估各种程序的培训课程。一个新成立的电子评估委员会安排了不同的在线评估。对同一批学生面对面和在线的基于问题的学习（PBL）平均成绩进行了比较。开展了学生满意度调查和关于在线学习体验的在线员工焦点小组讨论，并编写了每周员工感知报告。然后对所得结果进行分析。
共成功实施了620个虚拟课堂，时长超过994小时，包括理论讲座、PBL课程、研讨会和辅导课。在线课程期间，观察到女生的PBL平均成绩有显著提高。在基础年级学生和教职员工中，58.82%的人对虚拟课堂、在线评估和在线工作坊表示高度满意。
本研究阐述了电子学习与评估的益处。我们观察到学生成绩更高，员工反馈良好，他们的技术技能有明显提升。这些发现支持了未来更多在线医学课程的实施转变。
