Department of Anesthesiology, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand.
Department of Orthopedics, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand.
Korean J Med Educ. 2023 Mar;35(1):45-53. doi: 10.3946/kjme.2023.248. Epub 2023 Feb 28.
Traditional anesthesiology learning was disrupted by the coronavirus disease 2019 pandemic and replaced by online learning. Students and teachers did not prepare well for this change. Determining the differences in perceptions can close the gap and develop more effective curricula. Our study aims to compare students' and teachers' perceptions of online anesthesiology learning.
We conducted a prospective descriptive study, a cross-sectional survey between July 2020 and January 2021 in the Anesthesiology Department, Faculty of Medicine, Khon Kaen University, Thailand. Our participants were fifth-year medical students and teachers participating in online anesthesiology. We compared the perception of the teaching process, support system, learning outcomes, satisfaction, and preference. Using an online structured questionnaire survey with a 4-point Likert scale to measure the degree of agreement with each item. We analyzed the difference between students' and teachers' perceptions by topic.
We received responses from 174 students and 24 teachers. Students had a significantly higher proportion of positive perceptions than teachers on the teaching process (theoretical teaching, problem-based learning, feedback, and response system), on a support system (technological support, connectivity, and learning materials), on learning outcomes (clinical practice readiness, critical thinking, long-term memory, and enthusiasm), satisfaction score, and online learning preference (p<0.05).
Differences in perception were high in many aspects of online anesthesiology learning. This perception gap was particularly evident in the teaching process, support system, and learning outcomes. And Thai students had more preference for online learning than teachers. Strategies to reduce the gap should focus on teachers' training and supporting online learning should be concerned.
2019 年冠状病毒病大流行扰乱了传统的麻醉学学习，并被在线学习所取代。学生和教师对此并没有做好充分准备。确定认知上的差异可以缩小差距并开发更有效的课程。我们的研究旨在比较学生和教师对在线麻醉学学习的认知。
我们进行了一项前瞻性描述性研究，在 2020 年 7 月至 2021 年 1 月期间在泰国孔敬大学医学院麻醉科进行了横断面调查。我们的参与者是参与在线麻醉学的五年级医学生和教师。我们比较了对教学过程、支持系统、学习成果、满意度和偏好的看法。使用带有 4 分李克特量表的在线结构化问卷调查来衡量对每个项目的同意程度。我们按主题分析了学生和教师认知之间的差异。
我们收到了 174 名学生和 24 名教师的回复。在教学过程（理论教学、基于问题的学习、反馈和响应系统）、支持系统（技术支持、连接性和学习材料）、学习成果（临床实践准备、批判性思维、长期记忆和热情）、满意度评分和在线学习偏好方面，学生的积极认知比例明显高于教师（p<0.05）。
在许多在线麻醉学学习方面，认知差异很大。这种认知差距在教学过程、支持系统和学习成果方面尤为明显。泰国学生比教师更倾向于在线学习。缩小差距的策略应侧重于教师培训，并应关注在线学习的支持。
