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El-Gazar HE, Zoromba MA, Fayed SM, Loutfy A, Elzieny AA, Elzeiny A, Alkubati SA, Shahin MAH, Altheeb M, El-Monshed AH. Nurturing Success: E-Learning readiness and academic self-efficacy in nursing students. BMC Nurs 2024; 23:495. [PMID: 39030566 PMCID: PMC11264660 DOI: 10.1186/s12912-024-02125-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2024] [Accepted: 06/26/2024] [Indexed: 07/21/2024] Open
Abstract
BACKGROUND As nursing education embraces e-learning as a vital component of its pedagogical approach, understanding the interplay between students' readiness for E-learning and their academic self-efficacy becomes imperative in nurturing successful learning outcomes amidst evolving educational paradigms. PURPOSE This study aimed to explore the relationship between e-learning readiness, academic self-efficacy, and the academic achievement of nursing students within the dynamic educational environment. DESIGN This study employed a cross-sectional design. METHODS A total of 208 nursing students were recruited through convenience sampling at the end of the second semester in 2022. The evaluation included the utilization of Grade Point Average, the Online Learning Readiness Scale, and the Academic Self-Efficacy Scale. FINDINGS Previous research has indicated a significant positive correlation between academic achievement and readiness for e-learning, suggesting that higher levels of readiness for e-learning among nursing students lead to improved academic achievement (p ≤ 0.001). Additionally, the findings of the current study revealed a notable positive correlation between academic achievement and academic self-efficacy (p ≤ 0.001). CONCLUSION This study provides valuable insights into the critical role of academic self-efficacy and e-learning readiness in enhancing academic achievement among nursing students.
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Affiliation(s)
- Heba Emad El-Gazar
- Department of Nursing Administration, Faculty of Nursing, Port Said University, Port Said, Egypt.
| | - Mohamed Ali Zoromba
- Department of Nursing, College of Applied Medical Sciences, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia
| | - Sara Mohamed Fayed
- Department of Pediatric Nursing, Faculty of Nursing, Port Said University, Port Said, Egypt
| | - Ahmed Loutfy
- Department of Nursing, College of Health Sciences, University of Fujairah, Fujairah, United Arab Emirates
- Department of Pediatric Nursing, Faculty of Nursing, Beni-Suef University, Beni-Suef, Egypt
| | - Ali A Elzieny
- Boston University School of Medicine, Boston Medical Center, Boston, USA
| | - Amina Elzeiny
- Department of Nursing, College of Health Sciences, University of Fujairah, Fujairah, United Arab Emirates
| | - Sameer A Alkubati
- Department of Medical-Surgical Nursing, College of Nursing, University of Hail, Hail, Saudi Arabia
- Department of Nursing, Faculty of Medicine and Health Sciences, Hodeida University, Hodeida, Yemen
| | | | - Marwan Altheeb
- Department of Nursing, College of Health and Sport Sciences, University of Bahrain, Manama, Bahrain
| | - Ahmed Hashem El-Monshed
- Department of Nursing, College of Health and Sport Sciences, University of Bahrain, Manama, Bahrain
- Department of Psychiatric and Mental Health Nursing, Faculty of Nursing, Mansoura University, Mansoura, Egypt
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Gumede D, Sibiya MN. Ethical and methodological reflections: Digital storytelling of self-care with students during the COVID-19 pandemic at a South African University. PLOS GLOBAL PUBLIC HEALTH 2023; 3:e0001682. [PMID: 37315009 DOI: 10.1371/journal.pgph.0001682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Accepted: 05/15/2023] [Indexed: 06/16/2023]
Abstract
The enforcement of the coronavirus disease 2019 (COVID-19) pandemic restrictions disrupted the traditional face-to-face qualitative data collection in public health. The pandemic forced qualitative researchers to transition to remote methods of data collection such as digital storytelling. Currently, there is a limited understanding of ethical and methodological challenges in digital storytelling. We, therefore, reflect on the challenges and solutions for implementing a digital storytelling project on self-care at a South African university during the COVID-19 pandemic. Guided by Salmon's Qualitative e-Research Framework, reflective journals were used in a digital storytelling project between March and June 2022. We documented the challenges of online recruitment, obtaining informed consent virtually, and collecting data using digital storytelling as well as the efforts of overcoming the challenges. Our reflections identified major challenges, namely online recruitment and informed consent compromised by asynchronous communication; participants' limited research knowledge; participants' privacy and confidentiality concerns; poor internet connectivity; quality of digital stories; devices with a shortage of storage space; participants' limited technological skills; and time commitment required to create digital stories. Strategies adopted to address these challenges included an ongoing informed consent process; flexible timelines for the creation of digital stories; one-on-one guidance on creating digital stories; and multiple online platforms to share digital stories. Our critical reflection offers practical guidance for the ethical conduct of digital storytelling in public health research and makes a significant contribution to methodological considerations for use in future pandemics. These ethical and methodological challenges should be recognized as features of the context of the research setting including restrictions imposed by the COVID-19 pandemic than disadvantages of digital storytelling.
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Affiliation(s)
- Dumile Gumede
- Centre for General Education, Durban University of Technology, Berea, Durban, South Africa
| | - Maureen Nokuthula Sibiya
- Division of Research, Innovation and Engagement, Mangosuthu University of Technology, Umlazi, Durban, South Africa
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Mhlongo MJ, Makhene A, Nene S. Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2023-0113. [PMID: 39027986 DOI: 10.1515/ijnes-2023-0113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2023] [Accepted: 07/04/2024] [Indexed: 07/20/2024]
Abstract
AIM To explore and describe challenges experienced by nursing students in online learning during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa. BACKGROUND COVID-19 pandemic disrupted nursing education in South African Higher Education Institutions (HEIs). Learning had to shift to online, which posed challenges for some nursing students, such as poor internet connectivity related to power outages. Gaining insight into these challenges is crucial to improving online nursing education. METHODS The study utilised a qualitative, exploratory, descriptive, and contextual design with a phenomenological approach. The study setting was at a particular HEI in Gauteng, South Africa. Data was collected through unstructured, face-to-face, and virtual interviews with nursing students selected using non-probability purposive sampling. BCur Ed et Admin nursing students were interviewed until data saturation was reached on the 10th participant. The five-step Giorgi's descriptive phenomenology method was used for data analysis. FINDINGS A total of 10 nursing students were interviewed. Analysis revealed that nursing students experienced challenges expressed in four themes: unpreparedness, lack of resources, connectivity issues and digital skills insufficiency. CONCLUSIONS These findings contribute to improving online nursing programs during pandemics by providing insight into students' challenges. IMPLICATIONS FOR AN INTERNATIONAL AUDIENCE This study is significant to the global community as it highlights challenges faced in online nursing education, especially in developing countries. Understanding these challenges is crucial to developing strategies and implementing effective online learning in nursing education.
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Affiliation(s)
| | - Agnes Makhene
- Department of Nursing, University of Johannesburg, Johannesburg, South Africa
| | - Sanele Nene
- Department of Nursing, University of Johannesburg, Johannesburg, South Africa
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Anxiety, Depression, and Stress among Radiography Undergraduates During the COVID-19 Pandemic. J Med Imaging Radiat Sci 2022; 54:S29-S37. [PMCID: PMC9715492 DOI: 10.1016/j.jmir.2022.11.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 10/21/2022] [Accepted: 11/25/2022] [Indexed: 12/04/2022]
Abstract
Introduction The COVID-19 pandemic has severely impacted education and other aspects of life, causing psychological distress. The current study aims to identify anxiety, depression, and stress among radiography undergraduates during the COVID-19 pandemic. Method A descriptive, cross-sectional study was conducted between November and December 2021 on a sample of 140 radiography undergraduates at the Department of Radiography/Radiotherapy, Faculty of Allied Health Sciences, University of xxx, xx. An online survey with two sections: demographic characteristics and a psychometric scale (DASS-42) was used for data collection. Results A total of 107 undergraduates responded to the questionnaire giving a response rate of 76.2%. The results revealed that the majority of radiography undergraduate students suffered from mild to extremely severe depression (87.85%), anxiety (92.52%), and stress (73.83%) levels. In addition, more than two-thirds of the students (>73 % of participants) reported at least one symptom of depression, anxiety, or stress to varying degrees. Scores for depression, anxiety, and stress did not differ significantly across gender and academic year. However, a significant difference was observed between the two age groups, 23-26 years and > 27 years, regarding depression. The older students reported severe depression, whereas younger students reported moderate depression. Conclusion A high prevalence of negative psychological impact was observed among radiography undergraduates during the COVID-19 pandemic. This necessitates taking proactive steps to address, safeguard, and nurture undergraduates’ mental health and well-being during the current and future pandemic crises to mitigate the negative impacts.
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Muacevic A, Adler JR. Implications of COVID-19 on the Teaching and Learning of Undergraduate Medical Imaging Students. Cureus 2022; 14:e32077. [PMID: 36600822 PMCID: PMC9803859 DOI: 10.7759/cureus.32077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/29/2022] [Indexed: 12/02/2022] Open
Abstract
To preserve public health and prevent the spread of COVID-19, academic institutions curtailed face-to-face instruction and learning after the outbreak. The traditional techniques for education were modified, and new ways of instructing students were implemented. It presented a number of difficulties for the educational system, particularly for universities offering healthcare education. Therefore, the aim of this research was to look into how COVID-19 affected the teaching and learning of undergraduate medical imaging students. The ScienceDirect, Oxford University Press Journals, Cambridge University Press Journals, and Taylor & Francis Online databases were searched, and a total of 14 papers met the inclusion and exclusion criteria and were selected for further analysis. The literature was analyzed using a thematic approach, with recurring themes brought to light. The effects of COVID-19 on medical imaging education include but are not limited to the more rapid adoption of online education and new approaches to assessing and guiding students. Online teaching for medical imaging students influenced their learning environment, interaction, and motivation. The new COVID-19 safety requirements and procedures in hospitals have profoundly impacted clinical practice. Additionally, students' research activities were also affected. We anticipate that the findings of this study will enable us to be better equipped to assist students in comparable circumstances in the future.
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Daly Lynn J, Ramsey L, Marley J, Rohde J, McGuigan TM, Reaney A, O’Neill B, Jones A, Kerr D, Hughes C, McFadden S. Participatory peer research exploring the experience of learning during Covid-19 for allied health and healthcare science students. PLoS One 2022; 17:e0276180. [PMID: 36301988 PMCID: PMC9612578 DOI: 10.1371/journal.pone.0276180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Accepted: 09/30/2022] [Indexed: 11/06/2022] Open
Abstract
INTRODUCTION The teaching and learning experience of allied health and healthcare science students has altered because of the Covid-19 pandemic. Limited research has explored the experience on the future healthcare workforce using participatory research design. The aim of this study was to explore the impact of a global pandemic on the clinical and academic experiences of healthcare student using a co-production approach with student peer researchers. METHODS A participatory research approach adopting online focus groups facilitated by students trained as peer researchers was adopted. First, second and final year students from occupational therapy, physiotherapy, podiatry, healthcare science, diagnostic radiography and imaging, radiotherapy and oncology, and speech and language therapy were recruited to six focus groups. Data generated through focus groups were analysed thematically using the DEPICT model to support a partnership approach. RESULTS Twenty-three participants took part in six focus groups. The themes identified were: rapid changes to learning; living alongside Covid-19 and psychological impact. Students preferred blended learning approaches when available, as reduced peer interaction, studying and sleeping in the same space, and technology fatigue decreased motivation. CONCLUSION Due to rapid changes in learning and the stress, anxiety and isolation created by the pandemic, managing study, personal life and placement resulted in a gap in confidence in clinical skills development for students. Students took their professional identity seriously, engaged in behaviours to reduce transmission of Covid-19 and employed a range of coping strategies to protect wellbeing. A challenge with the move to online delivery was the absence of informal peer learning and students indicated that moving forward they would value a hybrid approach to delivery. Higher Education should capitalise on innovative learning experiences developed during the pandemic however it is important to research the impact this has on student skill acquisition and learning experience.
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Affiliation(s)
- Jean Daly Lynn
- Lecturer in Psychology, School of Health Science, Ulster University, Ulster, Northern Ireland
- * E-mail:
| | - Lucia Ramsey
- Lecturer in Occupational Therapy, School of Health Science, Ulster University, Ulster, Northern Ireland
| | - Joanne Marley
- Lecturer in Physiotherapy, School of Health Science, Ulster University, Ulster, Northern Ireland
| | - Johanna Rohde
- Peer Researcher, School of Health Science, Ulster University, Ulster, Northern Ireland
| | - Toni-Marie McGuigan
- Peer Researcher, School of Health Science, Ulster University, Ulster, Northern Ireland
| | - Adam Reaney
- Peer Researcher, School of Health Science, Ulster University, Ulster, Northern Ireland
| | - Brenda O’Neill
- Lecturer in Physiotherapy, School of Health Science, Ulster University, Ulster, Northern Ireland
| | - Andrea Jones
- Lecturer in Podiatry, School of Health Science, Ulster University, Ulster, Northern Ireland
| | - Danny Kerr
- Lecturer in Physiotherapy, School of Health Science, Ulster University, Ulster, Northern Ireland
| | - Ciara Hughes
- Associate Research Director, School of Nursing and School of Health Science, Ulster University, Ulster, Northern Ireland
| | - Sonyia McFadden
- Senior Lecturer in Diagnostic Radiography, School of Health Science, Ulster University, Ulster, Northern Ireland
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Rainford L, Santos J, Alves F, Figueiredo JP, Hoeschen C, Damilakis J, Frija G, Andersson J, McNulty J, Foley S, Bacher K, Nestle U, Hierath M, Paulo G. Education and training in radiation protection in Europe: an analysis from the EURAMED rocc-n-roll project. Insights Imaging 2022; 13:142. [PMID: 36057698 PMCID: PMC9440860 DOI: 10.1186/s13244-022-01271-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2022] [Accepted: 07/09/2022] [Indexed: 11/17/2022] Open
Abstract
Background A Strengths, weaknesses, opportunities and threats analysis was performed to understand the status quo of education and training in radiation protection (RP) and to develop a coordinated European approach to RP training needs based on stakeholder consensus and existing activities in the field. Fourteen team members represented six European professional societies, one European voluntary organisation, two international healthcare organisations and five professions, namely: Medical Physicists; Nuclear Medicine Physicians; Radiologists; Radiation Oncologists and Radiographers. Four subgroups analysed the “Strengths”, “Weaknesses”, “Opportunities” and “Threats” related to E&T in RP developed under previous European Union (EU) programmes and on the Guidelines on Radiation Protection Education and Training of Medical Professionals in the EU.
Results Consensus agreement identified four themes for strengths and opportunities, namely: (1) existing structures and training recommendations; (2) RP training needs assessment and education & training (E&T) model(s) development; (3) E&T dissemination, harmonisation, and accreditation; (4) financial supports. Weaknesses and Threats analysis identified two themes: (1) awareness and prioritisation at a national/global level and (2) awareness and prioritisation by healthcare professional groups and researchers. Conclusions A lack of effective implementation of RP principles in daily practice was identified. EuRnR strategic planning needs to consider processes at European, national and local levels. Success is dependent upon efficient governance structures and expert leadership. Financial support is required to allow the stakeholder professional agencies to have sufficient resources to achieve a pan European radiation protection training network which is sustainable and accredited across multiple national domains.
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Affiliation(s)
- Louise Rainford
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Room A201, UCD Health Science Centre, Belfield Campus, Dublin 4, Ireland.
| | - Joana Santos
- Instituto Politécnico de Coimbra, ESTESC - Coimbra Health School, Medical Imaging and Radiotherapy, Coimbra, Portugal
| | - Francisco Alves
- Instituto Politécnico de Coimbra, ESTESC - Coimbra Health School, Medical Imaging and Radiotherapy, Coimbra, Portugal
| | - João Paulo Figueiredo
- Instituto Politécnico de Coimbra, ESTESC - Coimbra Health School, Medical Imaging and Radiotherapy, Coimbra, Portugal
| | - Christoph Hoeschen
- Institute of Medical Technology, Otto-Von-Guericke University Magdeburg, Magdeburg, Germany
| | | | | | - Jonas Andersson
- Department of Radiation Sciences, Radiation Physics, Umeå, Sweden
| | - Jonathan McNulty
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Room A201, UCD Health Science Centre, Belfield Campus, Dublin 4, Ireland
| | - Shane Foley
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Room A201, UCD Health Science Centre, Belfield Campus, Dublin 4, Ireland
| | - Klaus Bacher
- Division of Medical Physics, Department of Human Structure and Repair, Ghent University, Ghent, Belgium
| | - Ursula Nestle
- Department of Radiation Oncology, Kliniken Maria Hilf, Moenchengladbach, Germany.,Department of Radiation Oncology, University Hospital Freiburg, Freiburg im Breisgau, Germany
| | - Monika Hierath
- European Institute for Biomedical Imaging Research (EIBIR), Vienna, Austria
| | - Graciano Paulo
- Instituto Politécnico de Coimbra, ESTESC - Coimbra Health School, Medical Imaging and Radiotherapy, Coimbra, Portugal
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Liu Y, Cao Z. The impact of social support and stress on academic burnout among medical students in online learning: The mediating role of resilience. Front Public Health 2022; 10:938132. [PMID: 35937240 PMCID: PMC9355500 DOI: 10.3389/fpubh.2022.938132] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2022] [Accepted: 07/01/2022] [Indexed: 01/23/2023] Open
Abstract
Background As the COVID-19 pandemic continues, online learning and long-term isolation from social and clinical settings has exacerbated mental health problems and symptoms of academic burnout among medical students. However, few studies have discussed symptoms of academic burnout as a result of reduced social support, and increased stress among medical students during the process of online learning. To fill this gap, this study investigated the influencing factors and mechanism of academic burnout in medical students' online learning process. Both the positive inhibition effect of positive factors such as social support, and the negative aggravation effect of negative factors such as stress were explored, while the mediating and protecting role of resilience is also discussed. Method We collected survey data from a total of 817 medical students from a medical school in China who participated in online learning during the fall 2021 semester. An online questionnaire was sent to the students in January, 2022. Items adapted from the DASS Scale developed by Lovibond and Lovibond were used to measure medical students' stress levels. The perceived social support of medical students was assessed by the Gregory MSPSS. Resilience was evaluated by the 10-Item Connor–Davidson Resilience Scale (CD-RISC). Items from the Maslach Burnout Inventory–Student Survey (MBI-SS) were used to calculate students' academic burnout. Descriptive analysis, correlation analysis, hierarchical linear regression analysis and structural equation modeling were used to analyze the collected data. Results The results identified that in the context of online learning there was a positive correlation between medical students' stress and academic burnout, and their resilience played a partial mediating role. However, social support did not directly affect academic burnout, but inhibited the prevalence of academic burnout through resilience. In addition, stress was negatively related to resilience, while social support was positively related to resilience. Resilience was found to be negatively related to medical students' academic burnout in online learning. Conclusion The results of this study can provide a reference for the future development of appropriate educational strategies and coping measures to ameliorate the academic burnout of medical students.
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Affiliation(s)
- Yue Liu
- School of Education Science, Nanjing Normal University, Nanjing, China
| | - Zhe Cao
- Department of Cardiology, The Second Affiliated Hospital of Nanjing Medical University, Nanjing, China
- *Correspondence: Zhe Cao
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Pires C. Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review. PHARMACY 2022; 10:31. [PMID: 35202080 PMCID: PMC8874398 DOI: 10.3390/pharmacy10010031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2022] [Revised: 02/12/2022] [Accepted: 02/14/2022] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND E-learning strategies were globally adopted by academies because of the COVID-19 pandemic. The characterization of students' perception of online learning is fundamental to design appropriate models for pharmacy curricula. The study aim was to carry out a systematic review about the perception of pharmacy students on the e-learning strategies adopted during the COVID-19 pandemic. METHODS The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist was followed. PICOS criteria were applied. Five databases were screened: PubMed, Cochrane Library, DOAJ-Directory of Open Access Journals, SciELO-Scientific Electronic Library Online and b-on-Online Library of knowledge (Biblioteca do conhecimento online). KEYWORDS "pharmacy and (distant or remote or e-learning or online or zoom or education or training or digital) and (COVID or SARS and (student or undergraduate) and (opinion or satisfaction or perception or attitude)". RESULTS 23 out of 176 papers were selected (28 duplicated and 125 excluded). Selected papers were classified, as follows: studies exclusively involving pharmacy students (n = 8); studies simultaneously involving pharmacy students and other healthcare students (n = 6); and studies related to the involvement of pharmacy students in specific courses (n = 9). CONCLUSIONS In general, the perception of pharmacy students on e-learning strategies adopted during the COVID-19 pandemic was positive. However, an expressive proportion of undergraduates reported negative issues about online education, which seems to support the necessity of optimizing e-learning strategies in the future.
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Affiliation(s)
- Carla Pires
- CBIOS-Universidade Lusófona's Research Center for Biosciences and Health Technologies, 1749-024 Lisbon, Portugal
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