scholarly journals Online education at the medical School of Tongji University during the COVID-19 pandemic: a cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yaxiang Song ◽  
Shu Wang ◽  
Yixian Liu ◽  
Xinying Liu ◽  
Ai Peng
Keyword(s):  
Online Education ◽  
Medical School ◽  
Online Teaching ◽  
Male Students ◽  
Male Teachers ◽  
Cross Sectional ◽  
Female Teachers ◽  
Significant Difference ◽  
Teachers And Students ◽  
Tongji University

Abstract Background The global reputation of coronavirus disease (COVID-19) has led universities in China to conduct online teaching. However, the actual feedback from medical teachers and students regarding online education remains unclear. Methods A prospective questionnaire survey examined the current opinions of online education from teachers and students at the Medical School of Tongji University. Results A total of 488 valid questionnaires were collected (223 males, 45.7%; 265 females, 54.3%), including 394 students (80.7%) and 94 teachers (19.3%). Most teachers and students were “in favor of online teaching,” had “positive views for online education,” were “satisfied with online teaching,” and “expected for regular online education,” although students thought that “too much learning tasks had been assigned” (90.4% teachers vs. 43.1% students, P < 0.001) and “less teaching effect than in offline classes” (68.1% teachers vs. 43.4% students). Compared to female counterpart, male students had higher “learning interest” (27.6% vs. 14.9%), “learning attention” (29.2% vs. 14.4%), “learning efficiency” (30.2% vs. 16.7%), and “better learning effect” (27.6% vs. 15.3%). Furthermore, male students had a significantly rise in attendance rate. Compared with male teachers, female teachers had less “experience in online educational course recording” (25.9% vs. 50%) and “past training for online teaching” (53.7% vs. 77.5%). Furthermore, they tended to be more “resistant to online teaching” (44.4% vs. 22.5%) and less “ready for online teaching” (70.4% vs. 87.5%). There was no significant difference in the acceptance of online teaching among teachers in different age groups. Conclusions Most teachers and students supported and were satisfied with the implementation of online education during the pandemic. Although teachers were less adaptable to online education, they still had positive opinions. Sex influenced the acceptance of online teaching. Male teachers and students showed better adaptability than their female counterparts. Although online teaching has advantages, it still cannot completely replace traditional offline teaching. As online education is a trend for future learning, universities should make more efforts to improve it, especially to provide more attention to female teachers and students.

scholarly journals Evaluation of Online Medical Education During COVID-19 Pandemic in Shanghai：A Prospective Study

2021 ◽  
Author(s):  
Yaxiang Song ◽  
Shu Wang ◽  
Yixian Liu ◽  
Xinying Liu ◽  
Ai Peng
Keyword(s):  
Online Education ◽  
Medical School ◽  
Online Teaching ◽  
Age Groups ◽  
Current Status ◽  
Male Teachers ◽  
Significant Difference ◽  
Teachers And Students ◽  
Mode 3 ◽  
Tongji University

Abstract Background: The global popularity of COVID-19 has led China’s universities to conduct online teaching. However, the real feedback from medical teachers and students regarding online education is unclear. The purpose of this study was to investigate the characteristics and effectiveness of online teaching among teachers and students in Medical School of Tongji University during the COVID-19 pandemic. Methods: A prospective survey was conducted to investigate the current status on online education among teachers and students in Medical School of Tongji University. Results: 1) 488 valid questionnaires were collected from 223 males (45.7%) and 265 females (54.3%), including 394 students (80.7%) and 94 teachers (19.3%). 2) Although students thought that too much learning tasks were assigned in the mode of online teaching, most of teachers and students endorse this teaching mode. 3) Male students had better performance than female students in online class. 4) Compared with male teachers, female teachers had less experience on online educational course recording and teaching training. They had more difficulty in adapting to online education. There was no significant difference in the acceptance of online teaching among teachers in different age groups Conclusions: 1) Most teachers and students supported and satisfied with the implement of online education during the epidemic pandemic. Although teachers were less adaptable to online education than students, they still had the positive opinions. 2) Gender influenced the acceptance of online teaching. Male teachers and students showed better adaptability than female counterpart. 3) Though online teaching had advantages, it still cannot completely replace traditional offline teaching.

scholarly journals Comparison of ‘In-Person’ Vs ‘Online’ Teaching, According To Student Perception; A Descriptive Cross Sectional Study From A Medical School In Sri Lanka

2021 ◽  
Author(s):  
Priyantha Julian Perera ◽  
Mithila Manjaree Rajakaruna ◽  
Prabash Sandeep Perera
Keyword(s):  
Sri Lanka ◽  
Medical School ◽  
Student Perceptions ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Cross Sectional Study ◽  
Educational Institutions ◽  
Sectional Study ◽  
Cross Sectional ◽  
Significant Difference

Abstract Background: Along with all other human activities, education at all levels has been severely curtailed by the Covid 19 pandemic. Most educational institutions responded to this challenge by shifting their teaching activities from the traditional ‘in-person’ teaching to the ‘online’ platform. Though ‘online teaching’ has been around for some time, it was a novelty at many educational settings. This novelty was eagerly embraced by most of the students, but with time, especially in recourse limited settings student opinion might have altered. This study from a newly established medical school in Sri Lanka, discuss the student perceptions comparing ‘in-person’ vs ‘online’ teaching.Methods: A descriptive cross sectional study was conducted at the Medical faculty of Wayamba University of Sri Lanka, between 01.08. 21 and 31.08.21. Medical students currently studying in second and third years, had experienced both ‘in-person’ and ‘online teaching’. They were sent a questionnaire, in the form of a google form. Questionnaire compared ‘in-person’ vs ‘online’ teaching, with regard to different aspects of teaching and teacher- students interactions. Z score for comparing proportions was used to assess statistical significance, which was set at 95% confidant level.Results: Out of 145 google forms sent out, 133 were returned fully completed. Irrespective of the mode of delivery of lessons, there was no significant difference in student’s student active participation or ability to understand contents. However, attendance at lessons, ability to focus during a lessons, and teacher’s enthusiasm during the activity were perceived significantly higher during ‘in-person’ teaching compared to online teaching. A statistically significant number of students had a better overall impression about ‘in-person’ teaching than ‘online’ teaching. However, majority of students preferred online teaching to continue along with ‘in-person’ teaching as a highbred system.Conclusions: Majority of students wanted ‘online’ teaching to continue even after pandemic is over, though there are some shortcomings related to ‘online’ teaching. Educational institutions should constantly evaluate their online teaching program to identify the strengths and shortcomings. Regular student and teacher feedback will be useful in this regard. A highbred system of education, combining online and in-person teaching is recommended for the future.

scholarly journals Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

2022 ◽  
Vol 12 ◽  
Author(s):  
Reham Hassan ◽  
Ayman R. Khalifa ◽  
Tarek Elsewify ◽  
Mohamed G. Hassan
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Clinical Skills ◽  
Dental Education ◽  
Hybrid Approach ◽  
Dental Students ◽  
Cross Sectional ◽  
Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

scholarly journals Gender representation and language politeness in speech acts: A pragmatic study

2021 ◽  
Vol 34 (3) ◽  
pp. 329
Author(s):  
Widyatmike Gede Mulawarman ◽  
Yusak Hudiyono ◽  
Andri Andri ◽  
Hanik Wahyu Ningsi
Keyword(s):  
Speech Acts ◽  
Strong Influence ◽  
Female Students ◽  
Male Students ◽  
Gender Representation ◽  
Male Teachers ◽  
School Students ◽  
Men And Women ◽  
Expressive Speech ◽  
Female Teachers

Language affects society because linguistic forms treat men and women discriminatively as a reflection of the strong influence of language on the culture or habits of the speaking community. This study aimed to describe the representation of gender in speech and language politeness of senior high school and vocational school students in Samarinda City and Kutai Kertanegara Regency. The method used in this research was descriptive qualitative. The results of this study showed first, for the speech form by female students towards female teachers, they dominantly used the following forms: positive speech, expressive speech, and assertive speech. Second, for the speech form of female students towards male teachers, they preferred the form: expressive speech and assertive speech. Third, for the speech form of male students towards female teachers, they used the following forms: positive speech, commissive speech, and assertive speech. Fourth, the speech form of male students towards male teachers was expressive. Fifth, gender representation in student’s language politeness showed that female students were more likely to comply and male students were more likely to deviate from the principles of linguistic politeness. This study concludes female students followed the principle of language politeness towards female teachers. Male students expressed more deviations towards male teachers.

scholarly journals Online Education for Undergraduate Health Professional Education during the COVID-19 Pandemic: Attitudes, Barriers, and Ethical Issues

2020 ◽  
Author(s):  
Suhaib Muflih ◽  
Sawsan Abuhammad ◽  
Reema Karasneh ◽  
Sayer Al-Azzam ◽  
Karem H Alzoubi ◽  
...  
Keyword(s):  
Online Education ◽  
Professional Education ◽  
Online Teaching ◽  
Online Survey ◽  
Ethical Issues ◽  
Past Experience ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Online Social Media ◽  
Online Tools

Abstract Background: The online teaching demand has increased tremendously to promote the implementation of online teaching-leaning system to meet the need of students during the outbreaks of emerging infectious disease. This study aims to explore whether the pandemic of COVID-19, which requires universities to rapidly offer online learning, will affect attitudes about online education for undergraduate health sciences students. Also, it investigates the barriers for using online tools. Method: A cross-sectional survey using online social media was used to recruit eligible participants. The data for this study were focused on students’ experiences utilizing an online education method offered by the Jordanian government universities. This study is utilizing newly developed measuring tools that are expected to enable students to evaluate online teaching in terms of their own learning progress. Results: A total of 1,210 participants agreed to complete the online survey questionnaire. The mean score preparedness and attitude toward online education was average. The majority of students agreed that online courses helped assign reading and homework time better than on-campus approach (75.0%) and felt comfortable to actively communicate with my classmates and instructors online. Zoom and eLearning were the most common online platforms utilized by students. The geographic locations, lack of past experience on using online tools, and lack of past experience on using online tools were identified by students as the main barrier to online educations. Conclusions: Although the pandemic of COVID-19 appeared as uncommon catalyst for promoting eLearning, further research is needed to assess whether learners are ready and willing to make greater use of online education to obtain high quality teaching and learning opportunities, which could totally change educators’ and students’ attitudes and impression, and subsequently the general themes of online education.

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

2020 ◽  
Vol 15 (02) ◽  
pp. 07-10
Author(s):  
Manpreet Kaur
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Teachers ◽  
Content Development ◽  
Teachers And Students ◽  
Set Up ◽  
Teaching Learning

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

Does medical students’ gender affect their clinical learning of gynaecological examination? A retrospective cohort study

2018 ◽  
Vol 94 (1112) ◽  
pp. 325-329
Author(s):  
Thomas Wallbridge ◽  
Angela Holden ◽  
Aled Picton ◽  
Janesh Gupta
Keyword(s):  
Medical Students ◽  
Learning Experience ◽  
Cross Sectional Study ◽  
Female Students ◽  
Male Students ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Medical Graduates ◽  
Significant Difference ◽  
Gynaecological Examination

IntroductionMedical graduates should be competent in gynaecological examination as well as associated skills including speculum use and swabbing. Male and female medical students may have different opportunities to practise these skills in clinical environments, potentially impacting on confidence and competence. This study explores this further via reviewing students’ learning experience in genitourinary medicine (GUM) and obstetrics and gynaecology (O&G) clinics.MethodsCross-sectional study of 759 year 4 and year 5 University of Birmingham medical students via an online questionnaire. This explored degree of participation, impact of gender and self-reported confidence.ResultsOverall response rate was 31% (233/759). Students of either gender who observed an examination being performed by a clinician were more likely to perform the same examination. Female students reported more opportunities to practise gynaecological examination and associated skills. Female students were more likely to be granted consent to perform speculum examinations, vaginal swabbing and vaginal bimanual examinations. Sixty-five per cent of male students felt that their gender affected their learning experience with female patients. Despite this, there was no significant difference in self-reported confidence level in performing gynaecological examinations between genders at the end of placement.ConclusionThe majority of male students perceived that their gender impacted their clinical experience in O&G and GUM. Self-reported confidence levels were unaffected, which could reflect varying approaches to competence between genders. The link between observing examinations and subsequent opportunities to practise is key. This could demonstrate students developing rapport and trust with patients, and clinicians’ roles as gatekeepers.

scholarly journals Online Learning Resources Enhanced Teaching and Learning of Medical Mycology among Medical Students in Gulu University, Uganda

2020 ◽  
Vol 2020 ◽  
pp. 1-5 ◽  
Author(s):  
Felix Bongomin ◽  
Bernard Erima ◽  
Richard Kwizera ◽  
Emmanuel I. Odongo-Aginya
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Fungal Diseases ◽  
Medical Mycology ◽  
Average Score ◽  
Cross Sectional ◽  
Middle Income ◽  
Significant Difference

Background. The burden of serious fungal diseases has significantly increased in the past few decades; however, the number of health-care workers with expertise in the management of fungal diseases remains low, especially in low- and middle-income countries (LMICs). This study aimed to evaluate the use of freely available online teaching material to enhance teaching and learning of medical mycology among medical students in Gulu University Medical School, Uganda. Methods. We conducted a cross-sectional study among second year medical students undertaking Medical Mycology course on antifungal agents in the department of Medical Microbiology and Immunology in the academic year 2017-2018. The materials were synthesized and peer-reviewed by experts in fungal diseases and were made freely available on the Leading International Fungal Education website (http://www.LIFE-Worldwide.org). A local faculty in the department delivered the lectures, and pre- and posttest scores were evaluated statistically. Results. Sixty medical students participated in the study of which 78% were male. The average score was 41% for the pretest and 52% for the posttest (p<0.0001). There was no significant difference in the scores of males and females. Majority of the students gave an above-average rating for the course material; however, 54% preferred prerecorded videos. Conclusion. Using freely available online materials on medical mycology can enhance teaching and learning of medical mycology. Because of this, there is need to incorporate up-to-date information about the subject into the curriculums of medical schools especially in LMICs.

scholarly journals Empirical Research on the Application of Online Teaching in Chinese Colleges and Universities Under the Situation of Novel Coronavirus Pneumonia Prevention and Control

2020 ◽  
Vol 15 (11) ◽  
pp. 119 ◽  
Author(s):  
Tiejun Zhu
Keyword(s):  
Online Education ◽  
Prevention And Control ◽  
Online Teaching ◽  
Large Scale ◽  
Colleges And Universities ◽  
Chinese Government ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
Novel Coronavirus ◽  
And Control

At the turn of 2019-2020, a new epidemic broke out in China. China has entered the critical stage of epidemic prevention and control. And The severe situation has led to the failure of normal opening of new semester in Chinese colleges and universities. In order to effectively guarantee the education, teaching and talent cultivation in colleges and universities, the Ministry of education of China has rapidly put forward the requirements of launching online teaching. Therefore, under the situation of Novel Coronavirus Pneumonia (Hereinafter referred to as 2019-nCoV) prevention and control, online teaching in Chinese colleges and universities is widely used and develops rapidly. However, the demand for online education has been released in a short time and on a large scale, and each online teaching platform has encountered unprecedented pressure and challenges. In this regard, based on the situation of 2019-nCoV prevention and control in China, this paper demonstrates how the Chinese government deploy online teaching in an all-round way with specific measures, how the Chinese colleges and universities implement massive online teaching quickly, how teachers and students adapt to online teaching quickly. At the same time, this paper carries out empirical analysis to show the process and effectiveness of online teaching in Chinese colleges and universities in the unprecedented state of 2019-nCoV prevention and control with specific examples. On this basis, it analyzes and summarizes the advantages and disadvantages, so as to facilitate the later improvement and provide reference.

scholarly journals The Study on Dorsal Venous Arch of Upper Limb Among Nepalese Medical Students at Tertiary Level Teaching Institute

2019 ◽  
Vol 18 (2) ◽  
pp. 48-52
Author(s):  
Nripendra Tiwari ◽  
Deepesh Budhathoki ◽  
Krishna Banshi Malla
Keyword(s):  
Upper Limb ◽  
Blood Donation ◽  
Hypovolemic Shock ◽  
Invasive Procedure ◽  
Male Students ◽  
Blood Collection ◽  
Cross Sectional ◽  
Medical College ◽  
Right Hand ◽  
Significant Difference

Introduction: Dorsal venous arch of upper limb is the beginning site for cephalic and basilic veins. The superficial veins are clinically important for venipuncture, blood collection and blood donation as well as for health screening and testing, intravenous transfusion for the emergency treatment of hypovolemic shock. Veins of the upper limb are also used for total parental nutrition, therapeutic invasive procedure and blood samples. The Dorsal Venous Arch is superficially placed and can be easily made prominent by putting a tourniquet at the wrist for any such surgical and therapeutic purposes. Methods: It was a cross-sectional observational study conducted in 200 hands among 100 individuals from MBBS first and second year students studying at a Medical College. Body Mass Index (BMI) of individuals was calculated to observe the correlation between length of the dorsal venous arch and BMI. Results: The mean±s.d. length of dorsal venous arch in male on right hand (20.7±2.4 cm) was significantly greater than in female on right hand (19.4±2.1 cm).There was no significant difference in length of dorsal venous arch on left side between male (20.1±2.2 cm.) and female (19.3±1.8 cm). Conclusions: The length of the dorsal venous arch on right hand was found significantly greater in male than in female. Also the length of dorsal venous arch on right side was found to be more than on left side in both sexes. The male students are significantly older, heavier and taller than females.  

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