Online medical education: A student survey.
Journal
The clinical teacher
ISSN: 1743-498X
Titre abrégé: Clin Teach
Pays: England
ID NLM: 101227511
Informations de publication
Date de publication:
08 2023
08 2023
Historique:
received:
23
02
2023
accepted:
24
04
2023
medline:
31
7
2023
pubmed:
22
5
2023
entrez:
21
5
2023
Statut:
ppublish
Résumé
During COVID-19, medical schools transitioned to online learning as an emergency response to deliver their education programmes. This multi-country study compared the methods by which medical schools worldwide restructured the delivery of medical education during the pandemic. This multi-country, cross-sectional study was performed using an internet-based survey distributed to medical students in multiple languages in November 2020. A total of 1,746 responses were received from 79 countries. Most respondents reported that their institution stopped in-person lectures, ranging from 74% in low-income countries (LICs) to 93% in upper-middle-income countries. While only 36% of respondents reported that their medical school used online learning before the pandemic, 93% reported using online learning after the pandemic started. Of students enrolled in clinical rotations, 89% reported that their rotations were paused during the pandemic. Online learning replaced in-person clinical rotations for 32% of respondents from LICs versus 55% from high-income countries (HICs). Forty-three per cent of students from LICs reported that their internet connection was insufficient for online learning, compared to 11% in HICs. The transition to online learning due to COVID-19 impacted medical education worldwide. However, this impact varied among countries of different income levels, with students from LICs and lower middle income countries facing greater challenges in accessing online medical education opportunities while in-person learning was halted. Specific policies and resources are needed to ensure equitable access to online learning for medical students in all countries, regardless of socioeconomic status.
Sections du résumé
BACKGROUND
During COVID-19, medical schools transitioned to online learning as an emergency response to deliver their education programmes. This multi-country study compared the methods by which medical schools worldwide restructured the delivery of medical education during the pandemic.
METHODS
This multi-country, cross-sectional study was performed using an internet-based survey distributed to medical students in multiple languages in November 2020.
RESULTS
A total of 1,746 responses were received from 79 countries. Most respondents reported that their institution stopped in-person lectures, ranging from 74% in low-income countries (LICs) to 93% in upper-middle-income countries. While only 36% of respondents reported that their medical school used online learning before the pandemic, 93% reported using online learning after the pandemic started. Of students enrolled in clinical rotations, 89% reported that their rotations were paused during the pandemic. Online learning replaced in-person clinical rotations for 32% of respondents from LICs versus 55% from high-income countries (HICs). Forty-three per cent of students from LICs reported that their internet connection was insufficient for online learning, compared to 11% in HICs.
CONCLUSIONS
The transition to online learning due to COVID-19 impacted medical education worldwide. However, this impact varied among countries of different income levels, with students from LICs and lower middle income countries facing greater challenges in accessing online medical education opportunities while in-person learning was halted. Specific policies and resources are needed to ensure equitable access to online learning for medical students in all countries, regardless of socioeconomic status.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
e13582Informations de copyright
© 2023 Association for the Study of Medical Education and John Wiley & Sons Ltd.
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