Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. Issue 11 (5th November 2020)

• Record Type: Journal Article
• Authors: Dost, Samiullah; Hossain, Aleena; Shehab, Mai; Abdelwahed, Aida; Al-Nusair, Lana
• Is Part Of: BMJ open. Volume 10:Issue 11(2020)
• Publication Date: 2020-11-05
• Subjects: medical education & training -- world wide web technology -- telemedicine -- information technology -- education & training (see medical education & training) -- public health; Medicine -- Research -- Periodicals; 610.72
• DOI: 10.1136/bmjopen-2020-042378
• Languages: English
• ISSNs: 2044-6055

Abstract

Abstract : Objectives: To investigate perceptions of medical students on the role of online teaching in facilitating medical education during the COVID-19 pandemic. Design: Cross-sectional, online national survey. Setting: Responses collected online from 4 th May 2020 to 11 th May 2020 across 40 UK medical schools. Participants: Medical students across all years from UK-registered medical schools. Main outcome measures: The uses, experiences, perceived benefits and barriers of online teaching during the COVID-19 pandemic. Results: 2721 medical students across 39 medical schools responded. Medical schools adapted to the pandemic in different ways. The changes included the development of new distance-learning platforms on which content was released, remote delivery of lectures using platforms and the use of question banks and other online active recall resources. A significant difference was found between time spent on online platforms before and during COVID-19, with 7.35% students before versus 23.56% students during the pandemic spending >15 hours per week (p<0.05). The greatest perceived benefits of online teaching platforms included their flexibility. Whereas the commonly perceived barriers to using online teaching platforms included family distraction (26.76%) and poor internet connection (21.53%). Conclusions: Online teaching has enabled the continuation of medical education during these unprecedented times. Moving forward from this pandemic, in order to maximise the benefits of both face-to-face and online teaching and to improve the efficacy of medical education in the future, we suggest medical schools resort to teaching formats such as team-based/problem-based learning. This uses online teaching platforms allowing students to digest information in their own time but also allows students to then constructively discuss this material with peers. It has also been shown to be effective in terms of achieving learning outcomes. Beyond COVID-19, we anticipate further incorporation of online teaching methods within traditional medical education. This may accompany the observed shift in medical practice towards virtual consultations.