Baticulon Ronnie E, Sy Jinno Jenkin, Alberto Nicole Rose I, Baron Maria Beatriz C, Mabulay Robert Earl C, Rizada Lloyd Gabriel T, Tiu Christl Jan S, Clarion Charlie A, Reyes John Carlo B
Department of Anatomy, University of the Philippines College of Medicine, Manila, Philippines.
Division of Neurosurgery, Department of Neurosciences, Philippine General Hospital, Manila, Philippines.
Med Sci Educ. 2021 Feb 24;31(2):615-626. doi: 10.1007/s40670-021-01231-z. eCollection 2021 Apr.
In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country.
The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple-choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests.
Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer. To access online resources, 79% had a postpaid internet subscription while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers.
Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond.
The online version contains supplementary material available at 10.1007/s40670-021-01231-z.
2020年3月，2019冠状病毒病（COVID-19）大流行迫使菲律宾的医学院校停止面对面学习活动，并突然转向在线课程。本研究旨在从一个发展中国家医学生的角度确定在线学习的障碍。
作者于2020年5月11日至24日向菲律宾的医学生发送了一份电子调查问卷。通过多项选择题、李克特量表和开放式问题相结合的方式，获取了以下数据：人口统计学信息、医学院校信息、技术资源获取情况、学习习惯、生活条件、对在线学习能力的自我评估和感知到的障碍，以及建议的干预措施。计算了描述性统计数据。使用非参数检验比较了学生亚组之间的回答。
在3670名医学生中，93%拥有智能手机，83%拥有笔记本电脑或台式电脑。为了访问在线资源，79%的学生有后付费互联网订阅，19%的学生使用预付费移动数据。在当前条件下，只有1505名学生（41%）认为自己在身心方面有能力参与在线学习。障碍分为五类：技术障碍、个人障碍、家庭障碍、机构障碍和社区障碍。
菲律宾的医学生在试图适应在线学习时面临着几个相互关联的障碍。最常遇到的是学习方式难以调整、必须在家履行职责以及教育工作者与学习者之间沟通不畅。通过实施以学生为中心的干预措施，医学院校和教育工作者在应对COVID-19大流行期间及之后的这些挑战方面发挥着重要作用。
在线版本包含可在10.1007/s40670-021-01231-z获取的补充材料。
