Joaquim Davide Carlos, de Melo Leite Ana Caroline Rocha, de Castro Viana Letícia, Mendes Débora Letícia Moreira, Furtado Ismael Pordeus Bezerra, de Hollanda Celestino Juliana Jales, Hortsch Michael, Girão-Carmona Virgínia Cláudia Carneiro
Department of Morphology, Faculty of Medicine, Federal University of Ceará (UFC), Fortaleza, CE Brazil.
Institute of Health Sciences, University of International Integration of the Afro-Brazilian Lusophony (UNILAB), Redenção, CE Brazil.
Med Sci Educ. 2024 Aug 30;35(1):137-148. doi: 10.1007/s40670-024-02154-1. eCollection 2025 Feb.
With e-learning resources and strategies claiming an increasing role in medical education, the question arises how students in developing countries and from socioeconomic disadvantaged strata of society deal with access challenges and what aspects affect their use of e-learning resources. This study's goal was to investigate the impact of the socioeconomic background on study habits and technology access for students at a public university in Brazil, who participated in histology courses during the COVID-19 pandemic.
A transversal, descriptive study with a quantitative approach was carried out with nursing, pharmacy, and biology students at the University of International Integration of the Afro-Brazilian Lusophony (UNILAB). The survey questions asked about socioeconomic aspects, histology study habits, and learning resources used for studying histology.
Of the 72 participating students, a majority was female and single, and had a minimum wage income or less. Smartphones and portable computers were preferred devices to access the internet. YouTube videos were a popular resource for histology learning. A significant association between an increased number of histology study hours without internet use was found for students, whose parents had lower education levels. When comparing learning outcomes before and during the COVID-19 pandemic, all types of students showed significantly higher histology examination scores for the online only modus.
As students' average academic performance improved during the COVID-19 pandemic, the presented data suggest that despite some access limitations, e-learning approaches may offer an equalizing opportunity for students from lower socioeconomic groups.
The online version contains supplementary material available at 10.1007/s40670-024-02154-1.
随着电子学习资源和策略在医学教育中发挥越来越重要的作用，出现了这样一个问题：发展中国家以及社会经济地位不利阶层的学生如何应对获取资源的挑战，以及哪些方面会影响他们对电子学习资源的使用。本研究的目的是调查社会经济背景对巴西一所公立大学学生学习习惯和技术获取的影响，这些学生在新冠疫情期间参加了组织学课程。
对非洲裔巴西葡萄牙语国际一体化大学（UNILAB）的护理、药学和生物学专业学生进行了一项采用定量方法的横断面描述性研究。调查问卷询问了社会经济方面、组织学学习习惯以及用于学习组织学的学习资源。
在72名参与调查的学生中，大多数是女性且单身，收入为最低工资或更低。智能手机和便携式电脑是访问互联网的首选设备。YouTube视频是组织学学习的一种流行资源。发现父母教育水平较低的学生在不使用互联网的情况下组织学学习时间增加之间存在显著关联。在比较新冠疫情之前和期间的学习成果时，所有类型的学生在仅在线学习模式下的组织学考试成绩都显著更高。
由于在新冠疫情期间学生的平均学业成绩有所提高，所呈现的数据表明，尽管存在一些获取资源的限制，但电子学习方法可能为社会经济地位较低的学生提供一个均等的机会。
在线版本包含可在10.1007/s40670-024-02154-1获取 的补充材料。
