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Active methodologies association with online learning fatigue among medical students
Juliana Barros de Oliveira Kubrusly Sobral1, Danilo Lopes Ferreira Lima1, Hermano Alexandre Lima Rocha2
1Unichristus University Center, Fortaleza, CE, Brazil.
BMC Medical Education
|February 2, 2022
Summary
Medical students experienced significant "zoom fatigue" during online learning. Problem-Based Learning (PBL) reduced this fatigue compared to hybrid models, highlighting active learning
Area of Science:
- Medical Education
- Online Learning
- Mental Health
Background:
- COVID-19 pandemic necessitated distance learning in medical schools.
- Online learning led to increased "zoom fatigue" among students.
- Limited research existed on active methodologies' role in zoom fatigue.
Purpose of the Study:
- To assess the association between teaching methodology and zoom fatigue prevalence.
- To compare zoom fatigue in Problem-Based Learning (PBL) versus hybrid models.
Main Methods:
- Cross-sectional, quantitative study in Ceará, Brazil medical schools.
- Utilized the Zoom Exhaustion & Fatigue Scale (ZEF).
- Employed Chi-square tests for statistical analysis.
Main Results:
- Zoom fatigue prevalence was 56% in hybrid models vs. 41% in PBL (p=0.027).
- Overall mean zoom fatigue was 48%.
- Hybrid model students reported higher needs for solitude post-videoconference.
Conclusions:
- Active participation and activity volume are key factors in mitigating zoom fatigue.
- Findings suggest PBL may reduce video conferencing exhaustion.
- Strategies to reduce zoom fatigue are crucial for long-term online education.
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