The Attitude of King Saud University Medical Students Toward Online Distance Learning During the COVID-19 Pandemic.

OBJECTIVE

To explore the attitudes of medical students at King Saud University (KSU) toward online distance learning during the COVID-19 pandemic and to examine the effects of gender, academic year and level of computer skills on student attitudes toward distance learning.

METHODS

A previously validated questionnaire was distributed to participants via WhatsApp using a stratified random sampling method. Data were analyzed using SPSS version 26.0 statistical software. Means and standard deviations were used to examine quantitative variables, while frequencies and percentages were used to examine qualitative variables.

RESULTS

Our study included 533 students; 71.9% of participants were satisfied with online classes, while 59.6% struggled to receive explanations due to limitations to face-to-face interactions. Two-thirds of participants thought that online classes were more convenient because of their flexibility with respect to location. A similar proportion (65.3%) believed that in situations of distance learning, it was difficult to meet and work with friends. The majority (88.7%) of participants agreed that distance learning saved time and effort spent traveling to campus. Finally, most participants 355 (66.6%), favored blended learning, while only 111 (20.8%) of participants preferred in-class learning. Students in preclinical years had more negative attitudes regarding face-to-face interactions (66.5% vs 54.9%, P=0.027) and meeting with friends (69.3% vs 58.7%, P=0.026) than did students in clinical years. Gender and level of computer skills did not affect students' attitudes toward distance learning (P > 0.05).

CONCLUSION

The majority of student participants felt that online distance learning was an effective option during the pandemic, but they preferred to preserve face-to-face teaching as a concurrent option. Attitudes toward certain aspects of distance learning were more negative among students in preclinical years than among students in clinical years. We did not find any effects of gender or level of computer skills on student attitudes toward distance learning.