Department of Neurology, Wroclaw Medical University, Borowska 213, 50-556, Wroclaw, Poland.
University Clinical Hospital, Wroclaw, Poland.
BMC Med Educ. 2021 Aug 26;21(1):450. doi: 10.1186/s12909-021-02884-5.
In March 2020, due to the SARS-CoV-2 pandemic, the Polish government ordered the closing of all medical faculties, with an obligatory shift to online learning. This lockdown continued, with a short period of blended learning, over the time of summer 2020. Distance learning had previously been rarely used within Polish medical schools, so such a sudden transfer was a major challenge. The aim of the study was to explore undergraduates' perception of online teaching provided at Polish medical faculties during the pandemic and to analyze how these experiences may inform future curriculum development.
The online survey was addressed to undergraduates at Polish medical faculties in November 2020. The questions captured demographics, epidemiological data and students' perception of various aspects of online teaching. Responses were subjected to thematic analysis and their distribution compared considering demographic parameters .
Six hundred twenty students from thirteen medical faculties responded to the survey. Major benefits from online teaching perceived by respondents included increased convenience, enhanced quality, a sense of comfort and safety. Major complaints were associated with unsatisfactory content, technical issues, difficulties engaging, poor organization and lack of social life. Students claimed that online teaching required more self-directed learning and discipline and 57.9% considered this impact as negative. 44.5% of respondents took part in educational online activities beyond their scheduled classes. For 49.2% online examinations were reported as more stressful and for 24.8% - less stressful than traditional ones. Differences in the opinions on online teaching were found between men and women, students in early and senior years, Polish and non-Polish ones.
The sudden move online inevitably was problematic for students. Their perspective afforded us the opportunity to consider shortcomings of pre-pandemic undergraduate curriculum. Online education requires a more self-directed learning, which was challenging for many students, so further enhancement of more autonomous study skills seems necessary. Distress expressed by students indicates the need for urgent support with mental health issues.
2020 年 3 月，由于 SARS-CoV-2 大流行，波兰政府下令关闭所有医学院校，并强制转为在线学习。这种封锁持续到 2020 年夏季，期间有一段短暂的混合学习。在此之前，波兰医学院很少使用远程学习，因此如此突然的转变是一个重大挑战。本研究旨在探讨医学生对大流行期间波兰医学院提供的在线教学的看法，并分析这些经验如何为未来课程发展提供信息。
2020 年 11 月，向波兰医学院的医学生在线调查。问题包括人口统计学、流行病学数据以及学生对在线教学各个方面的看法。对回答进行主题分析，并根据人口统计学参数比较其分布。
来自 13 所医学院的 620 名学生对调查做出了回应。受访者认为在线教学的主要好处包括增加便利性、提高质量、舒适感和安全感。主要投诉与不满意的内容、技术问题、难以参与、组织不善和缺乏社交生活有关。学生们表示，在线教学需要更多的自主学习和纪律，其中 57.9% 的人认为这种影响是负面的。44.5%的受访者参加了课外教育在线活动。对于 49.2%的人来说，在线考试比传统考试报告更有压力，而对于 24.8%的人来说则压力较小。在线教学的看法在男女、低年级和高年级学生、波兰和非波兰学生之间存在差异。
突然转向在线教学对学生来说不可避免地存在问题。他们的观点使我们有机会考虑到疫情前本科生课程的不足之处。在线教育需要更多的自主学习，这对许多学生来说具有挑战性，因此进一步提高更自主的学习技能似乎是必要的。学生的困境表明需要紧急关注心理健康问题。
