Ashour Laith, Funjan Khaled
Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan.
Department of Basic Medical Sciences, Faculty of Medicine, Al-Balqa Applied University, Al-Salt, Jordan.
Curr Health Sci J. 2022 Oct-Dec;48(4):398-406. doi: 10.12865/CHSJ.48.04.06. Epub 2022 Dec 31.
In order to improve the distance learning experience for undergraduate medical education, this study aims to evaluate the teaching methods used by universities in Jordan during the distance learning period and identify the best methods in this situation based on non-university educational avenues utilized by medical students during COVID-19. We conducted a survey of 195 medical students from universities across the country using a questionnaire that measures how dependent students are on educational resources provided by universities before and during the distance learning condition and looks into medical students' most used non-university learning methods in face-to-face and distance learning conditions, and the extent to which medical students used them. We found that the main methods used by medical students for non-university learning were non-university educational videos like YouTube videos (92.8%) and non-university textual explanations (i.e., explanations on websites and summaries of materials made by other students) (67.7%). Before the remote learning situation, there was a large reliance on non-university learning materials, which rose significantly during the distance learning situation (p<0.001, r=0.54). We conducted a polychoric correlations-based Exploratory Factor Analysis (EFA) on 10 items, 7 of which were retained in the final model that revealed 2 factors, to analyze the relationship between the universities' educational methods used in distance learning and the non-university methods medical students used. The first factor reflected the change in "students' use of non-university visualization learning methods in distance learning" (external videos, general dependence on non-university methods, and simulation apps had the highest significant loadings (>0.3)). The second factor reflected the change in "universities' use of visualization and interactive learning methods in distance learning" (deductive discussions, educational videos, and practical methods had significant loadings). A moderately negative correlation was detected between the two factors after applying a Promax rotation (r=-0.41), indicating that the decrease in universities' use of visualization and interactive learning aids in connection with insufficient visualization in the distance educational sessions increased students' use of the aforementioned visualized learning methods in distance learning. This study identifies the optimal visual teaching aids to improve distance undergraduate medical education.
为了改善本科医学教育的远程学习体验，本研究旨在评估约旦各大学在远程学习期间所采用的教学方法，并根据医学生在新冠疫情期间利用的非大学教育途径，确定在这种情况下的最佳方法。我们使用一份问卷对全国各大学的195名医学生进行了调查，该问卷衡量了学生在远程学习之前和期间对大学提供的教育资源的依赖程度，并探究了医学生在面对面学习和远程学习条件下最常用的非大学学习方法以及他们使用这些方法的程度。我们发现，医学生用于非大学学习的主要方法是诸如YouTube视频之类的非大学教育视频（92.8%）和非大学文本解释（即网站上的解释以及其他学生制作的材料总结）（67.7%）。在远程学习情况出现之前，对非大学学习材料的依赖程度很高，在远程学习期间这种依赖程度显著上升（p<0.001，r=0.54）。我们对10个项目进行了基于多向相关的探索性因素分析（EFA），其中7个项目保留在最终模型中，该模型揭示了2个因素，以分析大学在远程学习中使用的教育方法与医学生使用的非大学方法之间的关系。第一个因素反映了“学生在远程学习中使用非大学可视化学习方法的变化”（外部视频、对非大学方法的总体依赖以及模拟应用程序的载荷最高（>0.3））。第二个因素反映了“大学在远程学习中使用可视化和交互式学习方法的变化”（演绎讨论、教育视频和实践方法有显著载荷）。在应用Promax旋转后，检测到两个因素之间存在中度负相关（r=-0.41），这表明大学在远程教学中使用可视化和交互式学习辅助工具的减少以及远程教学中可视化不足，增加了学生在远程学习中对上述可视化学习方法的使用。本研究确定了改善本科医学远程教育的最佳视觉教学辅助工具。
