Remote learning readiness amidst the COVID-19 pandemic amongst undergraduate medical students
-
Published:2023-10-03
Issue:4
Volume:8
Page:40-45
-
ISSN:2424-9270
-
Container-title:The Asia Pacific Scholar
-
language:en
-
Short-container-title:TAPS
Author:
Tan Kit Mun1, Foong Chan Choong2, Adams Donnie3, Hong Wei Han2, Lee Yew Kong4, Pallath Vinod2
Affiliation:
1. Department of Medicine, Faculty of Medicine, Universiti Malaya, Malaysia 2. Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Malaysia 3. Department of Educational Management, Planning and Policy, Faculty of Education, Universiti Malaya, Malaysia 4. Department of Primary Care, Faculty of Medicine, Universiti Malaya, Malaysia
Abstract
Introduction: The global COVID-19 pandemic had greatly affected the delivery of medical education, where institutions had to convert to remote learning almost immediately. This study aimed to measure undergraduate medical students’ readiness and factors associated with readiness for remote learning.
Methods: A cross-sectional quantitative study was conducted amongst undergraduate medical students using the Blended Learning Readiness Engagement Questionnaire, during the pandemic where lessons had to be delivered fully online in 2020.
Results: 329 students participated in the study. Mean scores for remote learning readiness were 3.61/4.00 (technology availability), 3.60 (technology skills), 3.50 (technology usage), 3.35 (computer and internet efficacy), and 3.03 (self-directed learning). Male students appeared more ready for remote learning than females, in the dimensions of self-directed learning and computer and internet efficacy. Students in the pre-clinical years showed a lower level of readiness in the technology availability domain compared to clinical students. The lowest score however was in the self-directed learning dimension regardless of the students’ year of studies.
Conclusion: The pandemic had created a paradigm shift in the delivery of the medical program which is likely to remain despite resumption of daily activities post-pandemic. Support for student readiness in transition from instructor-driven learning models to self-directed learning models is crucial and requires attention by institutions of higher learning. Exploring methods to improve self-directed learning and increase availability of technology and conducting sessions to improve computer and internet efficacy can be considered in the early stages of pre-clinical years to ensure equitable access for all students.
Keywords: Remote Learning, Student’s Readiness, Medical Education
Publisher
Yong Loo Lin School of Medicine
Subject
Health Professions (miscellaneous),Education,Reviews and References (medical),Medicine (miscellaneous)
Reference4 articles.
1. Adams, D., Sumintono, B., Mohamed, A., & Mohamad Noor, N. S. (2018). E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution. Malaysian Journal of Learning and Instruction, 15(2), 227-256. https://doi.org/10.32890/mjli2018.15.2.9 2. Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222. https://doi.org/10.1016/j.chb.2019.08.018 3. Chen, J., Zhou, J., Wang, Y., Qi, G., Xia, C., Mo, G., & Zhang, Z. (2020). Blended learning in basic medical laboratory courses improves medical students' abilities in self-learning, understanding, and problem solving. Advances in Physiology Education, 44(1), 9-14. 4. Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6(1), 81-94. https://www.learntechlib.org/primary/p/6310/
|
|