Do students effectively learn physiology through distance online instruction? Medical students' perceptions and...

Area of Science:

• Medical Education
• Physiology
• Online Learning Technologies

Background:

• The COVID-19 pandemic necessitated rapid adoption of distance online tools for medical education.
• Cardiovascular (CVS) physiology teaching for Year 2 medical students within a problem-based learning (PBL) curriculum was transitioned online.
• Student feedback and academic achievement were evaluated for this online learning transition.

Purpose of the Study:

• To assess student feedback on online tools used for teaching CVS physiology during the pandemic.
• To evaluate the academic achievement of medical students in CVS physiology under online learning conditions.
• To understand student preferences and experiences with distance learning versus traditional in-person learning.

Main Methods:

• Student feedback was collected on their experience with online learning tools for CVS physiology.
• Student achievement in CVS physiology theory was assessed and compared to previous cohorts.
• Readiness for online learning (equipment, connectivity) was surveyed among students.

Main Results:

• Most students had adequate equipment and internet for online learning.
• Students preferred face-to-face learning but utilized recorded videos for asynchronous study.
• A negative online learning experience was reported by many, with limited instructor connection.
• Online learning and examination performance was comparable to in-person learning from the previous year.

Conclusions:

• Medical students demonstrated resilience and achieved learning outcomes in CVS physiology despite challenges with online learning.
• Asynchronous learning, particularly through recorded videos, was preferred by students during pandemic confinement.
• The study highlights the effectiveness of adapted online learning strategies in medical physiology education during crises.