Atwa Hani, Shehata Mohamed Hany, Al-Ansari Ahmed, Kumar Archana, Jaradat Ahmed, Ahmed Jamil, Deifalla Abdelhalim
Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain.
Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
Front Med (Lausanne). 2022 Feb 3;9:791352. doi: 10.3389/fmed.2022.791352. eCollection 2022.
COVID-19 pandemic forced educational institutions to adopt online methods which were inevitable to keep continuity of education across all academia after suspension of traditional educational systems. The aim of this study was to explore the experience of faculty and students of online and face-to-face learning, and their preference of the mode of learning after the pandemic.
This is a mixed-method study. Quantitative data was collected through a survey from 194 medical students and 33 faculty members, while qualitative data was collected through two focus group discussions with 9 students and another two with 13 faculty members. Quantitative variables were presented as means and standard deviations. Paired samples -test and Chi-square test were used. Thematic analysis of qualitative data was used to code, interpret, and make sense of data.
Mean scores of responses of faculty members and students were higher for face-to-face and blended learning compared to online learning in all survey statements with statistically significant differences. More than half of the students (53.1%) preferred the face-to-face mode of learning, while most of the faculty members (60.6%) preferred the blended mode of learning. Qualitative analysis identified five themes, namely: "Transforming the way theoretical teaching sessions are given," "Face-to-face teaching at campus cannot be replaced for some types of education," "Interaction in online sessions is limited," "Problems and challenges of online examinations," and "Technical issues and challenges of online education." It revealed suggestions that at least 30% of the curriculum could be taught online post-COVID-19. Some aspects of clinically oriented teaching including history taking and case discussions can also be delivered online in the future. Faculty members and students reported that dealing with online education was not difficult, although the transition was not smooth.
Medical students and faculty members were in favor of face-to-face and blended modes of learning. However, they perceived online mode of learning as an acceptable adaptation in theoretical teaching and in some clinically oriented teaching including history taking and clinical case discussions. Although face-to-face education in medicine is irreplaceable, the blended mode of learning remains an acceptable and practical solution for the post-COVID era.
新冠疫情迫使教育机构采用在线教学方法，在传统教育系统暂停后，这对于保持所有学术领域的教育连续性而言是不可避免的。本研究的目的是探讨教师和学生对在线学习和面对面学习的体验，以及他们在疫情后对学习模式的偏好。
这是一项混合方法研究。通过对194名医学生和33名教师进行调查收集定量数据，同时通过与9名学生进行的两次焦点小组讨论以及与13名教师进行的另外两次焦点小组讨论收集定性数据。定量变量以均值和标准差表示。使用配对样本t检验和卡方检验。对定性数据进行主题分析以对数据进行编码、解释和理解。
在所有调查陈述中，与在线学习相比，教师和学生对面对面学习和混合式学习的回答平均得分更高，具有统计学显著差异。超过一半的学生（53.1%）更喜欢面对面学习模式，而大多数教师（60.6%）更喜欢混合式学习模式。定性分析确定了五个主题，即：“改变理论教学课程的授课方式”、“某些类型的教育无法取代校园内的面对面教学”、“在线课程中的互动有限”、“在线考试的问题和挑战”以及“在线教育的技术问题和挑战”。研究表明，新冠疫情后至少30%的课程可以在线授课。包括病史采集和病例讨论在内的一些临床导向教学方面未来也可以在线进行。教师和学生报告称，尽管过渡并不顺利，但应对在线教育并不困难。
医学生和教师赞成面对面和混合式学习模式。然而，他们认为在线学习模式在理论教学以及包括病史采集和临床病例讨论在内的一些临床导向教学中是一种可接受的调整方式。虽然医学中的面对面教育不可替代，但混合式学习模式仍然是新冠疫情后时代一种可接受且实用的解决方案。
