Hassoun Subhiya, Dashash Mayssoon, Baddour Adnan
Medical Education Department, Syrian Virtual University, P.O. Box 35329, Damascus, Syrian Arab Republic.
Department of Pediatric Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syrian Arab Republic.
JMIR Form Res. 2025 Aug 8;9:e76958. doi: 10.2196/76958.
Technology-enhanced learning (TEL) has become increasingly vital in global medical education, offering significant advantages in knowledge acquisition, communication, motivation, and student engagement. In Syria, a country facing prolonged crises, there is an urgent need to evaluate the integration of technology within medical education to address institutional limitations and support student learning.
The aim of this study is to evaluate the awareness, perceived challenges, and needs regarding the integration of technology in medical education from the perspectives of students and faculty at Syrian medical colleges.
A cross-sectional survey was conducted during the 2023-2024 academic year across Syrian universities. Stratified random sampling was used to recruit 500 medical students and 200 faculty members. Two tailored, self-administered questionnaires were used, covering motivation, perceived benefits, challenges, and suggestions for technology integration. Validity was assessed through expert review and pilot testing (n=30), and internal consistency was confirmed (Cronbach α=0.6-0.7). Quantitative data were analyzed using descriptive statistics, t tests, ANOVA, and Kruskal-Wallis tests.
Among medical students, 94% (470\500) agreed that integrating technology into medical education is essential, with similar agreement from 93.5% (187\200) of faculty. No significant differences were found in student responses based on specialization (P=.32) or university type (P=.11). Likewise, faculty perspectives did not significantly differ by academic qualification or years of experience (P>.05). There were several perceived benefits; for instance, 93.2% (n=466) of students reported that technology kept them up to date with new developments, 88% stated it enhanced research skills, and 86.8% found TEL more enjoyable than traditional learning methods. Most respondents (95% n=475) said TEL created a flexible, interactive environment. Among faculty, 77% (n=154) agreed TEL improves clinical skill development. Respondents noted there were some challenges; specifically, 57% (n=285) of students cited poor internet service, 33% (n=165) noted the financial burden, and 82.2% (n=411) called for behavioral guidelines. Among faculty, 85.5% (n=171) cited lack of institutional support and 90% (n=180) emphasized the need for training. Both groups supported the development of communication platforms, curriculum revisions, and faculty development programs.
There is a strong consensus among Syrian medical students and faculty on the value and necessity of integrating technology in medical education. Despite infrastructure and administrative challenges, both groups recognize TEL as a powerful tool for improving clinical competencies, student motivation, and academic engagement. Institutional commitment, curricular reform, and tailored training are essential to achieving sustainable, effective technology integration.
技术增强学习（TEL）在全球医学教育中变得越来越重要，在知识获取、交流、动机和学生参与度方面具有显著优势。在面临长期危机的叙利亚，迫切需要评估技术在医学教育中的整合情况，以应对机构限制并支持学生学习。
本研究的目的是从叙利亚医学院校学生和教师的角度评估对技术整合到医学教育中的认识、感知到的挑战和需求。
在2023 - 2024学年对叙利亚各大学进行了横断面调查。采用分层随机抽样招募了500名医学生和200名教师。使用了两份量身定制的自填式问卷，涵盖动机、感知到的益处、挑战以及技术整合的建议。通过专家评审和预测试（n = 30）评估有效性，并确认了内部一致性（Cronbach α = 0.6 - 0.7）。使用描述性统计、t检验、方差分析和Kruskal - Wallis检验对定量数据进行分析。
在医学生中，94%（470/500）同意将技术整合到医学教育中至关重要，93.5%（187/200）的教师也有类似看法。基于专业（P = 0.32）或大学类型（P = 0.11），学生的回答没有显著差异。同样，教师的观点在学历或工作年限方面也没有显著差异（P > 0.05）。有几个感知到的益处；例如，93.2%（n = 466）的学生报告说技术使他们了解最新的发展，88%表示它提高了研究技能，86.8%发现技术增强学习比传统学习方法更有趣。大多数受访者（95%，n = 475）表示技术增强学习创造了一个灵活、互动的环境。在教师中，77%（n = 154）同意技术增强学习改善临床技能发展。受访者指出存在一些挑战；具体而言，57%（n = 285）的学生提到网络服务差，33%（n = 165）指出经济负担，82.2%（n = 411）呼吁制定行为准则。在教师中，85.5%（n = 171）提到缺乏机构支持，90%（n = 180）强调需要培训。两组都支持开发交流平台、课程修订和教师发展项目。
叙利亚医学生和教师在将技术整合到医学教育的价值和必要性上有强烈共识。尽管存在基础设施和管理方面的挑战，但两组都认识到技术增强学习是提高临床能力、学生动机和学术参与度的有力工具。机构承诺、课程改革和量身定制的培训对于实现可持续、有效的技术整合至关重要。
