Transitioning from Virtual to Traditional: Unravelling the Distinct Challenges Faced by Medical Students Switching from Online to Offline Education.

MedEdPublish, Journal Year: 2025, Volume and Issue: 15, P. 4 - 4

Published: Feb. 17, 2025

Background Over a year after WHO declared the end of COVID-19 pandemic in May 2023, students across all educational stages, including higher education, have faced challenges transitioning from online to offline teaching environments. As institutions return in-person teaching, many are still adjusting traditional classroom settings. Methods In 2024, study using questionnaire with nine open-ended questions was distributed 115 medical investigate these transition challenges. We received 27 voluntary responses (23.5% response rate). The qualitative data were analysed identify common themes, challenges, and improvement suggestions. Results Students admitted schools post-pandemic struggled re-adapting learning becoming accustomed platforms during pandemic. Significant adjustments needed areas such as discipline, engagement, social interaction, methodologies. While education offered flexibility convenience, provided more structured engaging environment, underscoring need for balanced approach accommodate diverse student needs. Discussion Suggestions gradual transition, flexible attendance policies, multiple time options, clear health safety information, enhancement classes recommended address needs by this transition.

Language: Английский

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Remote online learning reimagined: perceptions and experiences of medical students in a post-pandemic world

BMC Medical Education, Journal Year: 2025, Volume and Issue: 25(1)

Published: Feb. 10, 2025

Blended learning is a key educational methodology, particularly in medical education, and involves integration of online face-to-face interactions to enhance flexibility engagement. gained increased popularity during the COVID-19 pandemic due social restrictions. Following control pandemic, face teaching activities have been restored. However, some institutions continue deliver online. This study explores perceptions experiences undergraduate students from 15 across seven countries regarding remote post-pandemic era. cross-sectional utilized an survey gather insights into use resources, interactivity sessions, barriers learning, preferences for modalities. Descriptive data were summarized by frequency, categorical comparisons assessed with chi-squared tests, t-tests used continuous data. The findings current show general preference blended (47.78%) over traditional instruction (41.48%). Key benefits reported participants comfort, flexibility, reduced travel, ability learn at own pace. identified internet connectivity issues family distractions. also highlighted limitations replacing clinical experience practical skills acquisition, 69.26% respondents affirming that does not sufficiently substitute direct patient contact. underscore importance integrating frameworks align objectives, fostering skill development. suggests while has many benefits, its effectiveness highly context-dependent requires thoughtful implementation meet diverse needs education.

Language: Английский

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Exploring student perceptions of digital learning platforms in undergraduate medical education and their influences on motivation and inclusivity

Research Square (Research Square), Journal Year: 2025, Volume and Issue: unknown

Published: March 26, 2025

Background The increasing incorporation of digital learning platforms has transformed pedagogical approaches in medical education. However, these tools are under-researched and under-theorised. In the 2022/23 academic year, an asynchronous, personalised tool (Osmosis) was provided to all students at one largest schools United Kingdom. We explored students’ experience platforms, including Osmosis, their influences on student motivation inclusion.Methods conducted a qualitative study second final year University Birmingham. Data were collected through 10 semi-structured interviews focus group. fifteen participants purposively sampled based group, gender, ethnicity, international status, self-reported health challenges, caring responsibilities financial difficulties. Interviews audio-recorded, transcribed thematically analysed using Framework Method. lens self-determination theory (SDT) which focuses psychological needs autonomy, self-efficacy interconnectedness for achieving intrinsic motivation.Results Five overarching themes identified relation tools: (1) navigating complexity within environment, (2) benefits pitfalls autonomous learning, (3) efficiency depth promoting self-confidence, (4) social (5) curriculum level considerations. Aligned SDT, promoted relatedness thereby facilitating motivation. Online tools, Osmosis platform, supported inclusivity accessibility, helping overcome challenges. lack formal guidance towards online misalignment local concerns over reliability key barriers use.Conclusion Digital play increasingly important role modern education, positively impacting inclusion. Nevertheless, greater must be placed providing accessing such alongside constructively aligning integration with other elements curriculum. Retaining is vital future patient care it ever more critical that higher education institutions prioritise motivation, inclusion wellbeing. Optimising therefore may means this.

Language: Английский

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Self-rated benefits and knowledge gain from e-learning: the longitudinal use of an online learning experience at an international medical school

BMC Medical Education, Journal Year: 2025, Volume and Issue: 25(1)

Published: Feb. 11, 2025

Language: Английский

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Medical Education and Specialty Training Needs on Comorbidities

Published: Jan. 1, 2025

Language: Английский

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Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study

BMC Medical Education, Journal Year: 2024, Volume and Issue: 24(1)

Published: June 20, 2024

Abstract Background Blended learning comprised with flipped classroom (FC) and “internet plus” is a new strategy that reverses the position of teacher students in class, provides abundant resources before after class. This study aimed to assess impact blended on outcomes evidence-based medicine course, compare traditional method. Methods The participants two groups were from difference cohorts Air force medical university China. toke same pre-test class then given teaching chapters different strategy. In group, required create debriefing slide about their answers questions advance material sent by week gave detailed summary based common problems, distributed multimedia for review. After experiment was carried out, including mastering knowledge, satisfaction, self-evaluation compared. Results 37 39 enrolled groups, respectively, no statistically significant found baseline information grades. Statistically differences post-test score ( t = 2.90, p 0.005), changes scores between 2.49, 0.022), satisfaction 12.41, 0.001), 7.82, 0.001). Especially, 4.05 (4.26), 2.00 (2.85), respectively. Conclusions showed compared strategy, can effectively enhanced participants’ acquisition medicine. Using method recommended course.

Language: Английский

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Blended form of education as an innovative approach in the training of medical students: The experience of Ukraine

Educación Médica, Journal Year: 2024, Volume and Issue: 25(6), P. 100965 - 100965

Published: Sept. 23, 2024

Language: Английский

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The productivity paradox in postgraduate medical education: improving asynchronous learning

Canadian Medical Education Journal, Journal Year: 2024, Volume and Issue: 15(5), P. 161 - 162

Published: Nov. 12, 2024

Language: Английский

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Bibliometric and Visual Insights Into Higher Education Informatization

International Journal of Information and Communication Technology Education, Journal Year: 2024, Volume and Issue: 20(1), P. 1 - 18

Published: March 19, 2024

Higher education informatization (HEI) is an interdisciplinary field that examines the use and integration of information communication technologies (ICTs) in higher education. This paper provides a bibliometric visual analysis research trends, patterns, topics this field. Using Web Science database, authors selected analyzed 199 SCI SSCI papers on HEI published from 2000 to 2023 by VOSviewer CiteSpace software. The results indicate publication volume has grown significantly recent years. author network shows collaboration contribution different researchers institutions, while journal reveals multidisciplinary nature scope keyword burst identify main themes emerging hot HEI. co-citation sources illustrates theoretical methodological foundations influences concludes with some implications suggestions for future research.

Language: Английский

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Development of Collaborative Learning Management Systems for Higher Education in Oncology Using Deep Learning and Blockchain

2022 IEEE 7th International conference for Convergence in Technology (I2CT), Journal Year: 2024, Volume and Issue: unknown

Published: April 5, 2024

As the situation rose globally with COVID-19 pandemic, educational system structure reformation started immediately after hit of severe pandemic. Online classrooms are formed for schools and undergraduate colleges; however, in case medical institutions, key problem raised is about giving laboratory practical anatomy training. Hence, proposed research developed oncology branch students brain tumor assessments. The can collaborate blockchain learning management systems deep applications so that learners perform online analysis adult structures. In this newly named 'Onco-CNN-Board,' trainer assign BRATS data-set images, extraction further analysis. Also, tested validated using U-Net V-Net models, comparative reveals model outperforms. revolutionary era virtual management.

Language: Английский

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