Alsunni Ahmed A, Latif Rabia, Aldossary Deena A, Aloraifi Lama I
Department of Physiology, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
J Family Community Med. 2024 Jul-Sep;31(3):265-271. doi: 10.4103/jfcm.jfcm_308_23. Epub 2024 Jul 17.
Several universities switched back to face-to-face teaching in 2022 after 2 years of online classes during the coronavirus disease 2019 (COVID-19) crisis. There is no data from these students/teachers on the challenges in postpandemic face-to-face teaching and learning. The current study's aim was to identify the challenges of face-to-face teaching and learning postpandemic from the perspective of students and instructors.
Undergraduate medical students ( = 210) registered in Imam Abdulrahman Bin Faisal University and instructors ( = 72) filled out online questionnaires from November 2022 to March 2023 on teaching-learning challenges in the postpandemic period. The questionnaires asked students about their interest in education, scores, degree of shyness, how clear the voices of the instructors wearing face masks were, fear of COVID-19, preferred mode of teaching, and advantages/disadvantages of face-to-face teaching. Descriptive statistics included frequencies and percentages for qualitative variables; Chi-square test was applied to assess association between categorical variables.
Students reported a decrease in their educational interest postpandemic (47.1%), diffidence in interaction (42.4%), blurred teachers' voices because of the face masks (63.3%), and lack of teachers' empathy (47.6%). There was a significant association between preclinical year students and a decrease in educational interest ( = 0.002), diffidence in class interactions ( = 0.001), and fear of contracting COVID-19 infection while interacting with teachers ( = 0.04). Instructors complained of a decrease in students' interest in education (65.3%), especially the instructors of the clinical years (16.7% vs. 2.1%; = 0.022). About 10% students reported taking leave from university on purpose due to fear of contracting COVID-19 infection; students and instructors both supported lecture recordings (98.6% and 63.9%, respectively). The students' and instructors' preferred platform for learning was "hybrid" (80.5% and 63.9%, respectively).
Challenges faced by the students include decreased interest in learning, drop in scores, muffled voices because of the face masks, increased shyness, waste of time in commutes, lack of flexibility in schedules, increased workload, and fear of catching COVID-19 infection. There is strong support for hybrid/blended learning and recording lectures.
在2019冠状病毒病（COVID-19）危机期间经历了两年的在线课程后，几所大学于2022年恢复了面对面教学。目前尚无来自这些学生/教师关于疫情后面对面教学挑战的数据。本研究的目的是从学生和教师的角度确定疫情后面对面教学的挑战。
2022年11月至2023年3月，伊玛目阿卜杜勒拉赫曼·本·费萨尔大学注册的本科医学生（n = 210）和教师（n = 72）填写了关于疫情后教学挑战的在线问卷。问卷询问学生他们对教育的兴趣、成绩、害羞程度、戴口罩教师的声音清晰度、对COVID-19的恐惧、偏好的教学模式以及面对面教学的优缺点。描述性统计包括定性变量的频率和百分比；应用卡方检验评估分类变量之间的关联。
学生报告疫情后他们的教育兴趣下降（47.1%）、互动时缺乏自信（42.4%）、因口罩导致教师声音模糊（63.3%）以及教师缺乏同理心（47.6%）。临床前年级学生与教育兴趣下降（p = 0.002）、课堂互动缺乏自信（p = 0.001）以及与教师互动时担心感染COVID-19（p = 0.04）之间存在显著关联。教师抱怨学生对教育的兴趣下降（65.3%），尤其是临床年级的教师（16.7%对2.1%；p = 0.022）。约10%的学生报告因担心感染COVID-19而故意请假；学生和教师都支持讲座录制（分别为98.6%和63.9%）。学生和教师偏好的学习平台是“混合式”（分别为80.5%和63.9%）。
学生面临的挑战包括学习兴趣下降、成绩下滑、因口罩导致声音模糊、害羞增加、通勤时间浪费、日程安排缺乏灵活性、工作量增加以及担心感染COVID-19。对混合式/融合式学习和讲座录制有强烈支持。
