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

Blended learning is a key educational methodology, particularly in medical education, and involves integration of online and face-to-face interactions to enhance flexibility and engagement. Blended learning gained increased popularity during the COVID-19 pandemic due to social restrictions. Following control of the pandemic, face to face teaching and learning activities have been restored. However, some institutions continue to deliver some teaching online. This study explores the perceptions and experiences of undergraduate medical students from 15 institutions across seven countries regarding remote online learning in the post-pandemic era.

This cross-sectional study utilized an online survey to gather insights into the use of learning resources, interactivity in online sessions, barriers to online learning, and preferences for learning modalities. Descriptive data were summarized by frequency, categorical comparisons were assessed with chi-squared tests, and t-tests were used for continuous data.

The findings of the current study show a general preference for blended learning (47.78%) over traditional face-to-face instruction (41.48%). Key benefits of blended learning reported by the participants by comfort, flexibility, reduced travel, and ability to learn at own pace. The key barriers identified were internet connectivity issues and family distractions. The study also highlighted the limitations of online learning in replacing clinical experience and practical skills acquisition, with 69.26% of respondents affirming that online learning does not sufficiently substitute for direct patient contact.

The findings underscore the importance of integrating face to face and remote online teaching and learning frameworks to align with educational objectives, particularly in fostering interactivity and practical skill development. The study suggests that while blended learning has many benefits, its effectiveness is highly context-dependent and requires thoughtful implementation to meet the diverse needs of medical education.