Garg Aseem, Rathnam Usharani, Gupta Varsha, Grover Sumit, Manna Souvik
Internal Medicine, Kalpana Chawla Government Medical College, Karnal, IND.
General Surgery, Employees State Insurance Corporation Medical College and Hospital, Alwar, IND.
Cureus. 2024 Jun 11;16(6):e62137. doi: 10.7759/cureus.62137. eCollection 2024 Jun.
Online modality of pedagogy was introduced in many medical institutes globally, especially during the COVID-19 pandemic. However, these techniques were not evaluated, either with respect to effectiveness or student satisfaction in terms of promoting successful educational outcomes. The current study was conducted to identify determinants of student satisfaction with respect to online learning, in the post-pandemic era.
A pilot-tested and validated online questionnaire was administered to 370 medical/paramedical students who attended online classes during the pandemic. The students were selected randomly from four different streams of a medical university, representing all the years of study. The questionnaire included Likert-type questions and was divided into two parts: socio-demographic profile and satisfaction with online learning.
The response rate was 81.4%. Overall satisfaction with online learning among students was 35.9% and the areas of most satisfaction for students were user-friendliness of the online portal (65.5%), self-directed responsibilities assigned to pupils (49.9%), faculty accessibility/availability (48.8%) and timely evaluation, test and feedback (47.9%). The areas of most dissatisfaction were lack of personal effect as compared to offline learning (n=71, 23.6%), effect on social life (n=54, 17.9%), and feeling of not belonging to the online session (n=38, 12.6%). Multiple regression analysis demonstrated that having previous exposure to online courses and having a separate room led to more satisfaction, whereas the emergence of health problems led to poor satisfaction with the course. The duration of previous exposure to online courses was not a statistically significant predictor of satisfaction. One or more health problems were reported by 176 (58.5%) of the respondents. Some of the common health problems reported were eye strain (72.8%), headache (56.1%), insomnia (47.2%), stress (35.2%), muscle fatigue (22.6) and tingling sensation (10.6%).
Adopting a combination of online and offline approaches, i.e., blended pedagogy, involving different methods to involve students and their feedback are important to ensure student satisfaction.
全球许多医学院校都引入了在线教学模式，尤其是在新冠疫情期间。然而，这些技术在促进成功教育成果方面的有效性或学生满意度均未得到评估。本研究旨在确定疫情后时代学生对在线学习满意度的决定因素。
对370名在疫情期间参加在线课程的医学/准医学专业学生进行了经过预测试和验证的在线问卷调查。这些学生是从一所医科大学的四个不同专业随机挑选的，涵盖了所有学年。问卷包括李克特式问题，分为两部分：社会人口统计学概况和对在线学习的满意度。
回复率为81.4%。学生对在线学习的总体满意度为35.9%，学生最满意的方面是在线平台的用户友好性（65.5%）、分配给学生的自主责任（49.9%）、教师的可及性/可用性（48.8%）以及及时的评估、测试和反馈（47.9%）。最不满意的方面是与线下学习相比缺乏个人体验（n = 71，23.6%）、对社交生活的影响（n = 54，17.9%）以及感觉不属于在线课程（n = 38，12.6%）。多元回归分析表明，以前有过在线课程学习经历且有单独的房间会带来更高的满意度，而出现健康问题会导致对课程的满意度较低。以前接触在线课程的时长并不是满意度的统计学显著预测因素。176名（58.5%）受访者报告了一个或多个健康问题。报告的一些常见健康问题包括眼睛疲劳（72.8%）、头痛（56.1%）、失眠（47.2%）、压力（35.2%）、肌肉疲劳（22.6%）和刺痛感（10.6%）。
采用线上和线下相结合的方法，即混合式教学法，运用不同方法吸引学生并获取他们的反馈，对于确保学生满意度很重要。
