Brotons Pedro, Virumbrales Montserrat, Elorduy Marta, Mezquita Pau, Graell Mariona, Balaguer Albert
Departamento de Medicina, Facultad de Medicina y Ciencias de la Salud, Universitat Internacional de Catalunya, Barcelona, España.
Departamento de Educación, Facultad de Educación, Universitat Internacional de Catalunya, Barcelona, España.
Rev Med Chil. 2020 Oct;148(10):1461-1466. doi: 10.4067/S0034-98872020001001461.
The suspension of face-to-face teaching activity due to the COVID-19 pandemic forced an abrupt transition to distance learning in Spanish universities.
To know how medical students value distance learning in the context of COVID-19 pandemic.
Undergraduate medical students from first to fifth year in Barcelona (Spain) were invited to answer an anonymous online survey about their perceptions and level of satisfaction with virtual learning.
Of 483 students invited to the survey, 244 (50.5%) answered it. Respondents from the first and second year rated distance learning as acceptable (mean 3.1) on a Likert scale from 1 to 5. Those from third to fifth years rated distance learning as unsatisfactory (mean 2.7). The best evaluated aspects were synchronous lectures (3.9) and lectures based on cases (3.4). The worst evaluated issues were motivation (2.3), interaction with faculty (2.1), and additional workload (0.7).
The perceptions expressed by these students reinforce the importance of facilitating communication, motivation and participation of students in distance learning in Medicine.
由于新冠疫情，西班牙大学的面对面教学活动暂停，被迫突然转向远程学习。
了解医学生在新冠疫情背景下对远程学习的评价。
邀请了西班牙巴塞罗那大学本科一至五年级的医学生参与一项关于他们对虚拟学习的看法和满意度的匿名在线调查。
在受邀参与调查的483名学生中，244名（50.5%）进行了回复。大一和大二的受访者将远程学习在1至5的李克特量表上评为“可接受”（平均分为3.1）。大三至大五的受访者则将远程学习评为“不满意”（平均分为2.7）。评价最好的方面是同步讲座（3.9）和基于案例的讲座（3.4）。评价最差的问题是积极性（2.3）、与教师的互动（2.1）和额外的工作量（0.7）。
这些学生表达的看法强化了在医学远程学习中促进学生沟通、积极性和参与度的重要性。
