Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale

Abstract Background During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. And there is a lack of empirical evidence of effective medica...

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Autores principales:	Li Li, Hongbin Wu, A’na Xie, Xiaoyang Ye, Cheng Liu, Weimin Wang
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Online education Medical education COVID-19 China Special aspects of education LC8-6691 Medicine R
Acceso en línea:	https://doaj.org/article/71510b93371541cabea8c6424a81737b
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spelling	oai:doaj.org-article:71510b93371541cabea8c6424a81737b2021-11-21T12:42:08ZStudents’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale10.1186/s12909-021-03005-y1472-6920https://doaj.org/article/71510b93371541cabea8c6424a81737b2021-11-01T00:00:00Zhttps://doi.org/10.1186/s12909-021-03005-yhttps://doaj.org/toc/1472-6920Abstract Background During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. And there is a lack of empirical evidence of effective medical education curriculum that has been completely implemented in an online format. This study summarizes medical students’ perspectives regarding online-learning experience during the COVID-19 outbreak and presents reflection on medical education. Methods From February 21st to March 14th, 2020, the authors conducted survey of a nationally representative sample of undergraduate medical students from 90 medical schools in China. Participant demographics and responses were tabulated, and independent sample t-tests as well as multiple logistic regression models were used to assess the associations of demographic characteristics, prior online learning experience, and orientation with students’ perspectives on the online learning experience. Results Among 118,030 medical students participated in the survey (response rate 52.4%), 99,559 provided valid data for the analysis. The sample is fairly nationally representative. 65.7% (65,389/99,559) supported great orientation and 62.1% (61,818/99,559) reported that they were satisfied with the ongoing online-learning experience. The most common problem students would encounter was the network congestion (76,277/99,559; 76.6%). Demographics, learning phases, and academic performance were associated with online-learning engagement and perceptions. Formal orientation and prior PU (perceived usefulness of online learning) were significantly positively associated with the satisfaction and evaluation of the online learning experience (p < 0.001). Conclusions Data from this national survey indicates a relatively positive role of online learning as a formal teaching/learning approach in medical education. Considerations should be made regarding such application in aspects of students’ different learning phases. We suggest that further policy interventions should be taken from technological, organizational, environmental, as well as individual aspects, to help improve the outcome of online learning for future doctors.Li LiHongbin WuA’na XieXiaoyang YeCheng LiuWeimin WangBMCarticleOnline educationMedical educationCOVID-19ChinaSpecial aspects of educationLC8-6691MedicineRENBMC Medical Education, Vol 21, Iss 1, Pp 1-10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online education Medical education COVID-19 China Special aspects of education LC8-6691 Medicine R
spellingShingle	Online education Medical education COVID-19 China Special aspects of education LC8-6691 Medicine R Li Li Hongbin Wu A’na Xie Xiaoyang Ye Cheng Liu Weimin Wang Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale
description	Abstract Background During the early stage of COVID-19 outbreak in China, most medical undergraduate programs have to eventually embrace the maneuver of transferring to nearly 100% online-learning as a new routine for different curricula. And there is a lack of empirical evidence of effective medical education curriculum that has been completely implemented in an online format. This study summarizes medical students’ perspectives regarding online-learning experience during the COVID-19 outbreak and presents reflection on medical education. Methods From February 21st to March 14th, 2020, the authors conducted survey of a nationally representative sample of undergraduate medical students from 90 medical schools in China. Participant demographics and responses were tabulated, and independent sample t-tests as well as multiple logistic regression models were used to assess the associations of demographic characteristics, prior online learning experience, and orientation with students’ perspectives on the online learning experience. Results Among 118,030 medical students participated in the survey (response rate 52.4%), 99,559 provided valid data for the analysis. The sample is fairly nationally representative. 65.7% (65,389/99,559) supported great orientation and 62.1% (61,818/99,559) reported that they were satisfied with the ongoing online-learning experience. The most common problem students would encounter was the network congestion (76,277/99,559; 76.6%). Demographics, learning phases, and academic performance were associated with online-learning engagement and perceptions. Formal orientation and prior PU (perceived usefulness of online learning) were significantly positively associated with the satisfaction and evaluation of the online learning experience (p < 0.001). Conclusions Data from this national survey indicates a relatively positive role of online learning as a formal teaching/learning approach in medical education. Considerations should be made regarding such application in aspects of students’ different learning phases. We suggest that further policy interventions should be taken from technological, organizational, environmental, as well as individual aspects, to help improve the outcome of online learning for future doctors.
format	article
author	Li Li Hongbin Wu A’na Xie Xiaoyang Ye Cheng Liu Weimin Wang
author_facet	Li Li Hongbin Wu A’na Xie Xiaoyang Ye Cheng Liu Weimin Wang
author_sort	Li Li
title	Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale
title_short	Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale
title_full	Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale
title_fullStr	Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale
title_full_unstemmed	Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale
title_sort	students’ initial perspectives on online learning experience in china during the covid-19 outbreak: expanding online education for future doctors on a national scale
publisher	BMC
publishDate	2021
url	https://doaj.org/article/71510b93371541cabea8c6424a81737b
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Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale

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