Article ; Online: Factors affecting medical students’ satisfaction with online learning
BMC Medical Education, Vol 24, Iss 1, Pp 1-
a regression analysis of a survey
2024 Volume 10
Abstract: Abstract Background Medical education requires the implementation of different teaching methods and strategies for future doctors to achieve broad learning objectives. This wide range of methods and strategies includes the use of Information Technologies. ...
| Abstract | Abstract Background Medical education requires the implementation of different teaching methods and strategies for future doctors to achieve broad learning objectives. This wide range of methods and strategies includes the use of Information Technologies. For a long time, there was a call for a change in medical education for blending new teaching approaches to lessen medical students’ class time. The COVID-19 pandemic then sped up the transition to the new way of medical education and classroom lectures were quickly moved to a virtual environment. We expect that these changes will continue, and online learning will be one of the main teaching strategies in medical education. Therefore, educational experiences during the COVID-19 pandemic will improve our understanding of online learning and will help to develop blended medical school curricula in the future. For this reason, we aimed to determine students’ overall satisfaction with their online learning experience and to define the main factors affecting students’ satisfaction with their online learning program at Cerrahpaşa Medical Faculty. Methods A cross-sectional survey study was conducted to determine medical students’ overall satisfaction with online learning methods and to identify factors associated with positive and negative satisfaction levels. A questionnaire, consisting of 24 questions to collect demographic characteristics, factors associated with online education experience and overall satisfaction levels was developed and distributed to 1600 medical students. Multivariable linear regression analysis was used to determine the factors associated with positive and negative satisfaction levels. Results Regression analysis showed that being familiar with online teaching techniques (β = 0.19, 95% CI [0.07, 0.30], faculty members’ higher online teaching skill levels (β = 0.42, 95% CI [0.32, 0.51], interactive online teaching approaches (β = 0.54, 95% CI [0.41, 0.67], having a personal workspace (β = 0.43, 95% CI [0.19, 0.67], and a self-reported longer ... |
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| Keywords | Medical education ; Online learning ; Students’ satisfaction ; Linear regression analysis ; Special aspects of education ; LC8-6691 ; Medicine ; R |
| Subject code | 370 |
| Language | English |
| Publishing date | 2024-01-01T00:00:00Z |
| Publisher | BMC |
| Document type | Article ; Online |
| Database | BASE - Bielefeld Academic Search Engine (life sciences selection) |
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