Students' acceptance of e-learning approaches in Laboratory Animal Science Training

Understanding Students’ Acceptance and Usage Behaviors of Online Learning in Mandatory Contexts: A Three-Wave Longitudinal Study during the COVID-19 Pandemic

Online learning has been mandatorily adopted in many countries due to the closure of educational institutions caused by the COVID-19 pandemic. However, antecedents of the acceptance and continuance of online learning in such a situation and their changing role over time have not been well understood. This study proposed and empirically tested a longitudinal acceptance model of online learning by integrating the technology acceptance model (TAM) with the task–technology fit (TTF). Data were collected using a three-wave longitudinal survey from 251 Chinese college students after the outbreak of the COVID-19 pandemic. The results showed that most hypothesized relationships in the proposed model were supported and remained across the three-time stages, while the effects of perceived ease of use on perceived usefulness and behavioral intention changed over time. In addition, students’ perceptions at previous stages had little impact on perceptions at subsequent stages, except for perceived usefulness and behavioral intention. Our study demonstrates that the integrated model of TAM and TTF could be an effective tool to understand students’ acceptance of online learning across different time stages in a mandatory setting and that longitudinal design could be applicable to examine the changing mechanism of the acceptance and continuance use of online learning over time.

Students' experiences of blended laboratory animal science courses

Students and course providers have found online options for laboratory animal science (LAS) courses helpful because the content is accessible with flexible timing options. This study aimed to explore whether a blended LAS course with video lectures would be preferred and perceived effective, accounting for students' educational levels as well as prior experiences and future expectations in the use of animals. Data were collected by a feedback survey including three 5-Likert type scales and open-ended questions created by the authors. Of the 134 course students from various programmes, 101 consented to the use of their responses in this study. The analyses indicated that the respondents were generally satisfied with the blended course, especially the hands-on components, even though some found video lectures challenging due to their own ineffective time and study management skills. Plans to use animals in the future increased satisfaction with the course significantly, while the education level or previous experience with animals did not affect the outcome. Background variables did not affect views about video lectures significantly. Conclusively, the blended structure seemed to provide sustainable LAS course experiences for normal and unpredictable times.

Alternatives in Education-Rat and Mouse Simulators Evaluated from Course Trainers' and Supervisors' Perspective

Simulators allow the inexperienced to practice their skills prior to exercise on live animals. Therefore, they bear great potential in overcoming the dilemma between the present demand for high-quality practical training involving live animals whilst implementing the 3R principle according to the Directive 2010/63/EU. Currently, one mouse and six rat simulators are commercially available. As data on their impact are lacking, this project aimed at providing an overview of the awareness, implementation, and methodical and practical satisfaction provided by 35 course trainers and supervisors of laboratory animal training courses for mice and rats regarding the simulators available. Although simulators facilitate training of relevant techniques and relatively high awareness of them seemed to be present, their implementation is currently very low, possibly due to lack of meeting the respondents' demands. Thus, this study revealed the overall approval of simulator training and general demand for user-optimized, realistic, and financially affordable simulators and, hence, indicates a strong impulse for new developments strengthening the 3Rs as a benefit to all animals used in research.

E-learning in health professions education during the COVID-19 pandemic: a systematic review

As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.

Impact of the internet on veterinary surgery

The advent of the internet, and the technological innovations associated with it, have driven significant advances in surgical teaching and learning. The ease of access to information and the variety of online resources allow rapid sharing of surgical knowledge, promoting new teaching and learning patterns. Educational content from online platforms adds theoretical and practical knowledge to accelerate the learning curve and continuing education of surgeons. This study reviews how the advent of the Internet has influenced the teaching and dissemination of knowledge in veterinary surgery.

Association of COVID-19 Pandemic with undergraduate Medical Students' Perceived Stress and Coping

Purpose

The COVID-19 pandemic poses a major challenge for medical students’ learning and has become a potential stressor, with a profound influence on their psychological well-being. We aimed to determine the effect of the current pandemic on undergraduate medical students’ learning. We also explored the association of their stress level with coping strategies, educational, and psychological variables.

Materials and Methods

This is a cross-sectional design study, and participants were the 1st to 5th year medical students. A self-administered questionnaire (18 items) and a well-known Kessler 10 Psychological Distress questionnaire (10 items) were used to collect the data related to perceived stress with an association of educational, psychological, and coping variables.

Results

The prevalence of overall stress was significantly higher (χ²= 16.3; P=0.000) in female medical students, ie, (40%) as compared to the male students (16.6%), and was highest (48.8%) during the 3rd medical year. It was also noted that the most effective strategy, embraced by students to cope with the severe stress, was “indulging in religious activities” (OR= 1.08; P=0.81). Furthermore, 22.3% of students had perceived severe stress as they did not prefer online learning. Similarly, those students who have not believed or refused the online learning or disagree in “there is pleasure in the study due to COVID” they have significantly higher stress (χ²=39.7; P=0.000) 21.5% mild, 17.8% of moderate, and 21.2% severe.

Conclusion

We found that the COVID-19 pandemic has induced stress and changes in medical students’ educational attitudes and strategies. The results exhibited that the predominance of stress is higher in females than males, and also more stress was perceived by the students during their transitional year, ie, 3rd medical year (from pre-clinical to clinical) and also the respondents who regularly did religious meditation were at lower levels of stress. COVID-19’s influence on medical education and students’ well-being will be felt at an extended level, which necessitates an appropriate plan for preparedness.