Albeladi Fatma Ibrahim, Yousof Shimaa Mohammad, Omar Nesreen Nabil, Tash Reham Fathy
Department of Nephrology, Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia.
Department of Physiology, Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia.
J Microsc Ultrastruct. 2021 Jul 9;10(3):127-132. doi: 10.4103/jmau.jmau_124_20. eCollection 2022 Jul-Sep.
COVID-19 pandemic has affected the educational process greatly in the academic year 2019-2020. Therefore, this warranted an urgent and effective shift and intervention toward the online teaching practice.
We have aimed in this study to assess the impact of the necessary shift of the educational process of the basic sciences toward the online distant learning in the female campus; Faculty of Medicine in Rabigh, King Abdulaziz University.
Promptly shift toward the online teaching practice through virtual classrooms for the 2 and 3 year students was accomplished during the second term of the academic year 2019-2020. Following that, we analyzed the efficacy of this shift qualitatively through focus group discussions with the students and the staff members. For objective assessment, we analyzed and compared the students' results of the second term of the academic years 2018-2019 and 2019-2020 regarding the same modules.
The results of the students were not negatively affected during the pandemic hit. Conversely, the results improved in the basic science modules, and no significant difference was found in the clinically-oriented genetic module.
The significant move toward the online virtual classrooms did not affect the teaching and learning process negatively. Contrarily, the online teaching and learning practice have proved to be a decent alternative if applied on a sound basis during emergencies and thus is promising as an adjuvant method in the educational process in the ordinary circumstances.
2019 - 2020学年，新冠疫情对教育进程产生了重大影响。因此，这就需要向在线教学实践进行紧急且有效的转变和干预。
本研究旨在评估基础科学教育进程向在线远程学习转变对阿卜杜勒阿齐兹国王大学拉比格医学院女子校区学生的影响。
在2019 - 2020学年第二学期，迅速通过虚拟教室对二、三年级学生转向在线教学实践。随后，我们通过与学生和教职员工的焦点小组讨论，定性分析了这一转变的效果。为了进行客观评估，我们分析并比较了2018 - 2019学年和2019 - 2020学年第二学期相同模块的学生成绩。
在疫情期间，学生成绩未受到负面影响。相反，基础科学模块的成绩有所提高，而临床导向的遗传学模块未发现显著差异。
向在线虚拟教室的重大转变并未对教学过程产生负面影响。相反，在线教学实践已证明，如果在紧急情况下合理应用，是一种不错的选择，因此有望在正常情况下作为教育过程中的辅助方法。
