Department of Oral and Maxillofacial Sciences, Sapienza University of Rome, 00161 Rome, Italy.
Department of Cardiovascular, Endocrine-Metabolic Diseases and Aging, Istituto Superiore di Sanità, 00161 Rome, Italy.
Int J Environ Res Public Health. 2022 Aug 19;19(16):10351. doi: 10.3390/ijerph191610351.
The COVID-19 pandemic has had a deep impact on university education, necessitating an abrupt shift from face-to-face learning to distance learning (DL). This has created new challenges, especially for those courses in which practical activities and internships are integral parts of the education program. The aim of this study was to assess the impact of DL on the study progress of a population of pregraduate students of medicine, dentistry, and healthcare professions. The survey was administered through an anonymous questionnaire by sharing a Google Forms link. Demographic data and educational background information were collected to obtain a profile of the participants. Different aspects of DL were investigated, including availability of digital devices, quality of connection, and environmental conditions; other questions focused on the effects of DL on students' progress and professional maturation. Measures of association were also calculated using the chi-squared test, Cramer V, and Somers D. Among the 372 who participated, the results showed that students had a positive attitude toward online classroom and that DL did not substantially affect their progress. Most of the associations were statistically significant, also highlighting the effect of the degree course on the responses. Some critical issues clearly emerged, however, including the lack of adequate devices and environmental conditions due to economic disparity, poor relationships, suspension of internship programs, and clinical training. The results suggest that DL cannot be considered as a substitute for classroom-based medical education outside an emergency context.
新冠疫情对大学教育产生了深远影响，迫使教育模式从面授学习转变为远程学习（DL）。这带来了新的挑战，特别是对于那些实践活动和实习是教育计划重要组成部分的课程。本研究旨在评估 DL 对医学、牙科和医疗保健专业预科学员学习进度的影响。该调查通过共享 Google 表单链接以匿名问卷的形式进行。收集了人口统计数据和教育背景信息，以获取参与者的概况。调查了 DL 的不同方面，包括数字设备的可用性、连接质量和环境条件；其他问题则侧重于 DL 对学生进步和专业成熟度的影响。还使用卡方检验、Cramer V 和 Somers D 计算了关联度。在 372 名参与调查的学生中，结果表明学生对在线课堂持积极态度，DL 并未对他们的进步产生实质性影响。大多数关联具有统计学意义，也突出了学位课程对反应的影响。然而，一些关键问题明显浮现，包括由于经济差距、关系不佳、实习计划暂停和临床培训而导致缺乏足够的设备和环境条件。研究结果表明，在紧急情况之外，DL 不能被视为课堂为基础的医学教育的替代品。
