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Albornoz-Palacios E, Ladera-Castañeda M, Briceño-Vergel G, Córdova-Limaylla N, Aroste-Andía R, Hernández-Huamaní E, Gavilán-Chávez P, Castro-Rojas M, Cervantes-Ganoza L, Cayo-Rojas C. Sociodemographic Factors Associated with the Satisfaction Level of Peruvian Dental Students with Virtual Classes During the Covid-19 Pandemic: A Prospective Bicentric Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:257-268. [PMID: 38586608 PMCID: PMC10999204 DOI: 10.2147/amep.s452630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 03/27/2024] [Indexed: 04/09/2024]
Abstract
Background The pandemic caused by Covid-19 impacted all areas of social, economic and educational activity. When there is a high risk of spreading highly infectious diseases, education is usually the first service to be suspended. The objective was to evaluate the sociodemographic factors associated with the satisfaction level of Peruvian dental students with virtual classes during the Covid-19 pandemic. Methods This observational, cross-sectional, analytical study evaluated 237 dental students from the capital city and one Peruvian province using a validated 13-item questionnaire to measure the level of satisfaction with virtual classes. Pearson's chi-square test and a logit model were used to evaluate the associated factors such as age group, sex, marital status, monthly family income, area of residence, place of origin, occupation and computer use, considering a significance level of p<0.05. Results Of all students, 50.6%, 40.1% and 9.3% presented a good, average and poor level of satisfaction, respectively, with the virtual classes received. In addition, those with a monthly family income of less than 500 US dollars were 3.15 times more likely to have poor satisfaction compared to those with a monthly family income of more than 1000 US dollars (AOR = 3.15; 95% CI: 1.23-8.05). The rest of the variables evaluated were not considered influential factors in the levels of satisfaction with the virtual classes received. Conclusión Of all students, 50.6% and 9.3% reported good and poor satisfaction with virtual classes during the COVID-19 pandemic, respectively. Monthly family income of less than 500 US dollars was an influential factor. In addition, the variables age group, sex, marital status, area of residence, place of origin, occupation and computer use were not found to be influential factors.
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Affiliation(s)
| | | | | | | | - Rosa Aroste-Andía
- School of Stomatology, Universidad Privada San Juan Bautista, Ica, Peru
| | | | | | - Miriam Castro-Rojas
- Faculty of Dentistry and Postgraduate School, Universidad Nacional Federico Villarreal, Lima, Peru
| | | | - César Cayo-Rojas
- School of Stomatology, Universidad Privada San Juan Bautista, Lima, Peru
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Chen S, Morgado M, Jiang H, Mendes JJ, Guan J, Proença L. Medical and nursing students' satisfaction with e-learning platforms during the COVID-19 pandemic: Initial findings of an experimental project in China. Heliyon 2024; 10:e26233. [PMID: 38404766 PMCID: PMC10884453 DOI: 10.1016/j.heliyon.2024.e26233] [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] [Received: 06/15/2023] [Revised: 02/02/2024] [Accepted: 02/08/2024] [Indexed: 02/27/2024] Open
Abstract
Satisfaction with learning management systems (LMSs) is an essential indicator of students' e-learning experiences and reflects the quality of e-learning. Applying the technology satisfaction model, the present study aimed to investigate medical and nursing students' satisfaction with LMSs and its predictors. We conducted our survey at a medical university located in East China and received a total of 329 effective responses. Structural equation modelling was used to analyse the data. Our findings confirmed that perceived ease of use and perceived usefulness were two direct predictors of medical and nursing students' satisfaction with LMSs. Furthermore, the influence of perceived usefulness on satisfaction was more powerful than that of perceived ease of use. This study also substantiated that computer self-efficacy and perceived ease of use can indirectly impact medical and nursing students' satisfaction with LMSs. Our research effectively links the theoretical hypotheses with empirical findings, highlighting the central role of Computer Self-Efficacy (CSE), perceived ease of use, and perceived usefulness in shaping medical and nursing students' satisfaction with LMSs. Our findings contributed to the understanding of the technology satisfaction model and medical and nursing students' e-learning during the COVID-19 pandemic.
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Affiliation(s)
- Suting Chen
- Shanghai Jian Qiao University, Shanghai 201306, China
| | - Mariana Morgado
- Clinical Research Unit (CRU), Egas Moniz Center for Interdisciplinary Research (CiiEM); Egas Moniz School of Health & Science, Campus Universitário, Quinta da Granja, 2829-511 Caparica, Almada, Portugal
| | - Haozhe Jiang
- College of Education, Zhejiang University, Hangzhou 310058, China
| | - José João Mendes
- Clinical Research Unit (CRU), Egas Moniz Center for Interdisciplinary Research (CiiEM); Egas Moniz School of Health & Science, Campus Universitário, Quinta da Granja, 2829-511 Caparica, Almada, Portugal
| | - Jia Guan
- Center for Educational Technology and Resource Development, Ministry of Education (National Center for Educational Technology, NCET), Beijing 100031, China
| | - Luís Proença
- Clinical Research Unit (CRU), Egas Moniz Center for Interdisciplinary Research (CiiEM); Egas Moniz School of Health & Science, Campus Universitário, Quinta da Granja, 2829-511 Caparica, Almada, Portugal
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Xu X, Li Z, Mackay L, Li N, Zhang Y, Wu Y, Zhang Y. The state of health professions students' self-directed learning ability during online study and the factors that influence it. BMC MEDICAL EDUCATION 2024; 24:25. [PMID: 38178042 PMCID: PMC10768216 DOI: 10.1186/s12909-023-04876-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Accepted: 11/14/2023] [Indexed: 01/06/2024]
Abstract
BACKGROUND Universities have widely switched from traditional face-to-face classes to online instruction as a result of the epidemic. Self-directed learning is becoming the new norm for university students' learning styles. The ability of health professions students to learn independently during online study directly impacts the effectiveness of online medical education. The ability to learn on their own initiative may be affected by health professions students' professional identities, defined as their positive perceptions, evaluations, emotional experiences, and identity as professionals related to medicine. This study aimed to look into the current status and the factors that influence health professions students' self-directed learning ability (SDLA) during online study and its relationship with professional identity. METHODS This study was conducted from September to November 2022 at a medical school in East China. An online questionnaire was used to collect participants' status of online learning, self-directed learning ability (SDLA), and professional identity. RESULTS One thousand two hundred ninety-eight health professions students demonstrated intermediate self-directed learning ability during online study. In terms of teacher-student interaction (F = 14.778, P < 0.001), student-student interaction (F = 15.713, P < 0.001), and learning concentration (F = 13.424, P < 0.001), there were significant differences in health professions students' self-directed learning ability. Professional identity and self-directed learning ability positively correlated (r = 0.589-0.802, P < 0.01). Academic atmosphere and professional identity were significant predictors. CONCLUSIONS The self-directed learning ability of health professions students while receiving instruction online is at an intermediate level and is influenced by several factors. Developing health professions students' professional identities can enhance their ability for self-directed learning.
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Affiliation(s)
- Xiaoyue Xu
- School of Anesthesiology, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Ziyi Li
- School of Anesthesiology, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Louisa Mackay
- School of International Education, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Na Li
- School of Nursing, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Yaheng Zhang
- School of Nursing, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Yujie Wu
- School of Nursing, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China
| | - Yang Zhang
- School of Anesthesiology, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China.
- School of International Education, Xu Zhou Medical University, Xuzhou, Jiangsu Province, China.
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Schauber SK, Stensløkken KO. No knowledge gap in human physiology after remote teaching for second year medical students throughout the Covid-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:976. [PMID: 38115062 PMCID: PMC10731691 DOI: 10.1186/s12909-023-04959-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 12/08/2023] [Indexed: 12/21/2023]
Abstract
The COVID-19 pandemic had a disruptive effect on higher education. A critical question is whether these changes affected students' learning outcomes. Knowledge gaps have consequences for future learning and may-in health professionals' education-also pose a threat to patient safety. Current research has shortcomings and does not allow for clear-cut interpretation. Our context is instruction in human physiology in an undergraduate medical program from high stakes end of term examinations. The sequence of imposed measures to slow the COVID-19 pandemic created a natural experiment, allowing for comparisons in performance during in-person versus remote instruction.In a two-factorial design, mode of instruction (in-person vs. remote) and mode of assessment (in-person vs. remote) were analyzed using both basic (non-parametric statistics, T-tests) and advanced statistical methods (linear mixed-effects model; resampling techniques). Test results from a total of N = 1095 s-year medical students were included in the study.We did not find empirical evidence of knowledge gaps; rather, students received comparable or higher scores during remote teaching. We interpret these findings as empirical evidence that both students and teachers adapted to pandemic disruption in a way that did not lead to knowledge gaps.We conclude that highly motivated students had no reduction in academic achievement. Moreover, we have developed an accessible digital exam system for secure, fair, and effective assessments which is sufficiently defensible for making pass/fail decisions.
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Affiliation(s)
- Stefan K Schauber
- Faculty of Medicine, Unit for Health Sciences Education, University of Oslo, Oslo, Norway.
- Centre for Educational Measurement (CEMO), Faculty of Education, University of Oslo, Oslo, Norway.
| | - Kåre-Olav Stensløkken
- Section of Physiology, Department of Molecular Medicine, Institute of Basic Medical Science, Faculty of Medicine, University of Oslo, Oslo, Norway
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Meng Y, Sun M, Guo J, Jiao J, Dang N. Challenges of fully online learning for dermatology education: a retrospective study. Front Med (Lausanne) 2023; 10:1242772. [PMID: 38105898 PMCID: PMC10723899 DOI: 10.3389/fmed.2023.1242772] [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] [Received: 06/22/2023] [Accepted: 11/09/2023] [Indexed: 12/19/2023] Open
Abstract
Background Blended learning has proven to be an effective teaching strategy. During the COVID-19 pandemic in 2019, educational institutions worldwide switched to online learning. However, there is limited research on the effectiveness of blended learning and fully online learning. This study aims to evaluate and compare whether pure online learning is as effective as traditional blended learning by taking the example of dermatology education. Methods The researchers compared traditional blended learning and fully online learning by evaluating the achievement scores of undergraduate students in a dermatology course in the academic years 2019 and 2020, respectively, at the Shandong First Medical University, China. In 2019, students undertook small private online courses (SPOCs) combined with face-to-face teacher-led learning. In 2020, live teacher-led learning replaced face-to-face teacher-led learning. The researchers also conducted a questionnaire survey in 2020. Results The scores of students in 2019 were significantly higher than in 2020 (p = 0.002). There was no significant difference in the distribution of achievement variance in the scores between the two academic years. In the questionnaire survey, the majority of the students rated highly the fully online education mode and responded that pure online learning enhanced their self-study ability. Conclusion The present study shows that fully online learning currently does not perform as well as traditional blended learning in terms of examination scores due to some limitations. However, pure online education has several advantages over traditional blended education. Online courses should be improved to ignite students' interest and increase their learning efficiency.
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Affiliation(s)
- Yunfang Meng
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Mingxia Sun
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Jing Guo
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Jing Jiao
- Department of Dermatology, Central Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
| | - Ningning Dang
- Department of Dermatology, Shandong Provincial Hospital Affiliated to Shandong First Medical University, Jinan, Shandong, China
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Hisato T, Nandy S, Monga EM, Sytek P, Abouzid M, Ahmed AA. Psychological distress among healthcare students in Poland from COVID-19 to war on Ukraine: a cross-sectional exploratory study. Front Public Health 2023; 11:1186442. [PMID: 37404286 PMCID: PMC10315478 DOI: 10.3389/fpubh.2023.1186442] [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] [Received: 03/14/2023] [Accepted: 05/22/2023] [Indexed: 07/06/2023] Open
Abstract
Objectives Healthcare students went through a rough time in March 2022 due to extreme changes in the educational system (moving from online to stationary learning) and Ukrainian-Russian war circumstances. Our study aims to update knowledge about psychological distress and its impact on healthcare students in Poland after two years of the COVID-19 pandemic, followed by intense and political instability in Europe. Methods We conducted a cross-sectional study on healthcare students from Poznan University of Medical Sciences, Poland, from March to April 2022. The questionnaire included subjective retrospective 5-point Likert-scales ratings of anxiety, stress, and depression and self-reported information on various psychological distress predictors. Results The anxiety levels at the beginning of the COVID-19 pandemic were higher than in April 2022. There was no significant reduction in stress and depression. Females had higher initial anxiety levels than post-pandemic levels. Higher reported levels of anxiety, stress, and depression were significantly correlated with political instability in Eastern Europe (Spearman ranxiety = 0.178, rstress = 0.169, rdepression = 0.154, p ≤ 0.001, respectively). The concern about moving towards online education showed a significant association only with stress level (rstress = 0.099, p = 0.034). We also observed a positive correlation between anxiety, stress, and depression and deteriorating sleep quality (Spearman ranxiety,=0.325, rstress = 0.410, rdepression = 0.440, p < 0.001), the feeling of worsening relationships with family and peers (ranxiety = 0.325, rstress = 0.343, rdepression = 0.379, p < 0.001), and the sense of loss of efficient time management (ranxiety = 0.321, rstress = 0.345, rdepression = 0.410, p < 0.001). Conclusion Throughout the progression of the Ukrainian war and the COVID-19 pandemic, females reported improved (lower levels) levels of anxiety. Nevertheless, the current levels of self-reported anxiety post-pandemic remain alarming, while stress and depression levels remained unchanged. Mental, psychological, and social support activities are required for healthcare students, especially those away from their families. Time management, academic performance, and coping skills in relation to the additional stressors of war and the global pandemic require further research in this group of students.
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Affiliation(s)
- Tomomi Hisato
- Faculty of Medicine, Poznan University of Medical Sciences, Poznan, Poland
| | - Shreya Nandy
- Faculty of Medicine, Poznan University of Medical Sciences, Poznan, Poland
| | - Eman M. Monga
- Department of Dental Surgery, Poznan University of Medical Sciences, Poznan, Poland
| | - Paulina Sytek
- Faculty of Medicine, Poznan University of Medical Sciences, Poznan, Poland
| | - Mohamed Abouzid
- Department of Physical Pharmacy and Pharmacokinetics, Faculty of Pharmacy, Poznan University of Medical Sciences, Poznan, Poland
- Doctoral School, Poznan University of Medical Sciences, Poznan, Poland
| | - Alhassan Ali Ahmed
- Doctoral School, Poznan University of Medical Sciences, Poznan, Poland
- Department of Bioinformatics and Computational Biology, Poznan University of Medical Sciences, Poznan, Poland
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Juanico-Morales L, Nava-Aguilera E, Morales-Pérez A, Morales-Nava L, Valdez-Bencomo MA, Emigdio-Vargas A, Serrano-de Los Santos FR, Andersson N. Depression and associated factors in medical students in Acapulco during the COVID-19 pandemic: A cross-sectional study. PLoS One 2023; 18:e0285903. [PMID: 37228004 DOI: 10.1371/journal.pone.0285903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2022] [Accepted: 05/03/2023] [Indexed: 05/27/2023] Open
Abstract
BACKGROUND Depression is common in medical students and the Mexican state of Guerrero has the highest rates of depression in the country. Acapulco, the seat of the state medical school, is a tourist destination that experienced early high rates of COVID-19. The COVID-19 pandemic closed all schools in Mexico, obliging a shift from face-to-face to virtual education. In this new context, medical students faced challenges of online teaching including inadequate connectivity and access technologies. Prolonged isolation during the pandemic may have had additional mental health implications. AIM Assess depression prevalence and its associated factors affecting medical students in Acapulco, Mexico during the COVID-19 pandemic. METHODS A cross-sectional survey of students of the Faculty of Medicine of the Universidad Autónoma de Guerrero, in November 2020. After informed consent, students completed a self-administered questionnaire collating socio-demographic, academic and clinical variables, major life events and changes in mood. The Beck inventory provided an assessment of depression. Bivariate and multivariate analyses relied on the Mantel-Haenszel procedure to identify factors associated with depression. We estimated the odds ratio (OR) and 95% confidence intervals. RESULTS 33.8% (435/1288) of student questionnaires showed evidence of depression in the two weeks prior to the study, with 39.9% (326/817) of young women affected. Factors associated with depression included female sex (OR 1.95; 95%CI 1.48-2.60), age 18-20 years (OR 1.36; 95%CI 1.05-1.77), perceived academic performance (OR 2.97; 95%CI 2.16-4.08), perceived economic hardship (OR 2.18; 95%CI 1.57-3.02), and a family history of depression (OR 1.85; 95%CI 10.35-2.54). Covid-19 specific factors included a life event during the pandemic (OR 1.99; 95%CI 1.54-2.59), connectivity problems during virtual classes and difficulties accessing teaching materials (OR 1.75; 95%CI 1.33-2.30). CONCLUSIONS The high risk of depression in medical students during the COVID-19 pandemic was associated with perceived academic performance and technical barriers to distance learning, in addition to known individual and family factors. This evidence may be useful for the improvement of programs on prevention and control of depression in university students.
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Affiliation(s)
- Leticia Juanico-Morales
- Centro de Investigación de Enfermedades Tropicales (CIET), Universidad Autónoma de Guerrero, Acapulco, Guerrero, México
- Facultad de Medicina, Universidad Autónoma de Guerrero, Acapulco, Guerrero, México
| | - Elizabeth Nava-Aguilera
- Centro de Investigación de Enfermedades Tropicales (CIET), Universidad Autónoma de Guerrero, Acapulco, Guerrero, México
| | - Arcadio Morales-Pérez
- Centro de Investigación de Enfermedades Tropicales (CIET), Universidad Autónoma de Guerrero, Acapulco, Guerrero, México
| | - Liliana Morales-Nava
- Centro de Investigación de Enfermedades Tropicales (CIET), Universidad Autónoma de Guerrero, Acapulco, Guerrero, México
| | | | | | | | - Neil Andersson
- Centro de Investigación de Enfermedades Tropicales (CIET), Universidad Autónoma de Guerrero, Acapulco, Guerrero, México
- Department of Family Medicine, McGill University, Montreal, Quebec, Canada
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Schmidt C, Matlala M, Godman B, Kurdi A, Meyer JC. Perceptions of and Preparedness for the Application of Pharmacoeconomics in Practice, among Final Year Bachelor of Pharmacy Students in South Africa: A National Cross-Sectional Study. PHARMACY 2023; 11:pharmacy11020054. [PMID: 36961033 PMCID: PMC10037603 DOI: 10.3390/pharmacy11020054] [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: 10/26/2022] [Revised: 03/10/2023] [Accepted: 03/11/2023] [Indexed: 03/17/2023] Open
Abstract
For the improvement of access to health, many countries including South Africa, have adopted universal healthcare. However, this requires skills to apply health technology assessments for the facilitation of investment decisions. This study aimed to ascertain final year Bachelor of Pharmacy (BPharm) students' perceptions of the relevance of pharmacoeconomics in pharmacy practice, and their level of preparedness to apply pharmacoeconomic principles, using a quantitative, cross-sectional, and descriptive design. Data were collected using a self-administered questionnaire over 12 months, and included student demographics, knowledge about pharmacoeconomics and its applicability in practice, as well as students' satisfaction with the appropriateness of the curriculum content. Five of nine universities offering pharmacy education took part. The overallstudent response rate was 38.1% (189/496), with 26.2% (45/172) of students signifying a good understanding of basic pharmacoeconomic concepts. Pharmacoeconomics application in South Africa was perceived to be relevant by 87.5% (140/160); however, 47.0% (79/168) felt they were not prepared to apply pharmacoeconomic principles in medicine management, and 86.7% (137/158) wanted to acquire additional pharmacoeconomic knowledge. Whilst students' perceptions of the relevance of pharmacoeconomics were positive, results indicated a gap in knowledge, understanding, and application. Addressing this gap may increase students' preparedness to apply pharmacoeconomic principles and better equip them for the practical application of pharmacoeconomics post qualification. Consequently, we have started this process.
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Affiliation(s)
- Carlien Schmidt
- Department of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Molotlegi Street, Garankuwa, Pretoria 0208, South Africa
| | - Moliehi Matlala
- Department of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Molotlegi Street, Garankuwa, Pretoria 0208, South Africa
| | - Brian Godman
- Department of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Molotlegi Street, Garankuwa, Pretoria 0208, South Africa
- Department of Pharmacoepidemiology, Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow G4 0RE, UK
- Centre of Medical and Bio-Allied Health Sciences Research, Ajman University, Ajman 346, United Arab Emirates
| | - Amanj Kurdi
- Department of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Molotlegi Street, Garankuwa, Pretoria 0208, South Africa
- Department of Pharmacoepidemiology, Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow G4 0RE, UK
- Department of Pharmacology, College of Pharmacy, Hawler Medical University, Erbil 44001, Iraq
| | - Johanna C Meyer
- Department of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Molotlegi Street, Garankuwa, Pretoria 0208, South Africa
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Abubakar AA, Jazim F, Al-Mamary YH, Abdulrab M, Abdalraheem SG, Siddiqui MA, Rashed RQ, Alquhaif A. Factors influencing students’ intention to use learning management system at Saudi Universities: A structural equation modeling approach. HUMAN SYSTEMS MANAGEMENT 2023. [DOI: 10.3233/hsm-220181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Abstract
BACKGROUND: To encourage students’ behavioural intentions (BI) to use Learning Management System (LMS) in Saudi Arabia, policymakers, particularly the ministry of higher education, should persuade potential users that LMS is useful, simple to use, and that others have high expectations for its use in the near future. OBJECTIVE: This study aims to identify factors influencing students’ BI towards accepting the LMS in Saudi Arabia. METHODS: An online questionnaire was used to collect 212 student responses from Saudi Arabia’s University of Hail. The integrated model was tested using Structural Equation Modeling (SEM). RESULTS: The results of analysis using Structural Equation Modeling (SEM) revealed that factors influencing students’ attitudes towards accepting the LMS and, thus, their BI towards the use of the LMS in Saudi Arabia, were their perceived behavioural control (PBC) and perceived usefulness (PUS). On the contrary, attitudes toward behaviour (ATB), subjective norms (SN), and perceived ease of use (PEU) have no influence on students’ BI. CONCLUSIONS: The findings of this study contribute to our understanding of the predictor variables Technology Acceptance Modell (TAM) and Theory of Plan Behaviour (TPB) on students’ BI to use LMS in Saudi Arabian universities.
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Affiliation(s)
| | - Fawaz Jazim
- Department of English, College of Arts, University of Ha’il, Hail, Saudi Arabia
- Department of English, Sana’a University, Sana’a, Yemen
| | - Yaser Hasan Al-Mamary
- Department of Management and Information Systems, College of Business Administration, University of Ha’il, Hail, Saudi Arabia
| | | | | | - Malika Anwar Siddiqui
- Department of English, College of Arts, University of Ha’il, Hail, Saudi Arabia
- Department of English, Sana’a University, Sana’a, Yemen
| | | | - Abdulsalam Alquhaif
- Department of Accounting, College of Business Administration, University of Ha’il, Hail, Saudi Arabia
- Ibb University, Ibb, Yemen
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Janc M, Jozwiak Z, Jankowska A, Makowiec-Dabrowska T, Kujawa J, Polanska K. Ergonomics of E-Learning Workstations and the Prevalence of Musculoskeletal Disorders-Study among University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3309. [PMID: 36834004 PMCID: PMC9966283 DOI: 10.3390/ijerph20043309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 02/01/2023] [Accepted: 02/07/2023] [Indexed: 06/18/2023]
Abstract
The prevalence of musculoskeletal disorders (MSD) has increased significantly in recent years. The COVID-19 pandemic has led to a fundamental change in the lifestyles, ways of learning and working patterns of the general population, which in turn, might lead to health consequences. The aim of this study was to evaluate the conditions of e-learning and the impact of the learning modality on the occurrence of musculoskeletal symptoms among university students in Poland. This cross-sectional study included 914 students who completed an anonymous questionnaire. The questions covered two time periods (before and during the COVID-19 pandemic) and were aimed at obtaining information about lifestyle (including physical activity using the modified International Physical Activity Questionnaire, 2007 (IPAQ), perceived stress and sleep patterns), the ergonomics of computer workstations (by Rapid Office Strain Assessment, 2012 (ROSA) method), the incidence and severity of musculoskeletal symptoms (by the Nordic Musculoskeletal Questionnaire, 2018 (NMQ)) and headaches. The main differences between the two periods were statistically significant according to the Wilcoxon test in terms of physical activity, computer use time, and severity of headaches. During the COVID-19 pandemic, there was a significant increase in MSD (68.2% vs. 74.6%) and their intensity (2.83 ± 2.36 vs. 3.50 ± 2.79 points) among the student population (p < 0.001). In the group of students with MSD, there was a high musculoskeletal load, due to the lack of ergonomic remote learning workstations. In future, a thorough study should be carried out, and there is an urgent need to raise students' awareness of arranging learning workstations according to ergonomic principles in order to prevent the occurrence of musculoskeletal problems.
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Affiliation(s)
- Magdalena Janc
- Department of Environmental and Occupational Health Hazards, Nofer Institute of Occupational Medicine (NIOM), 91-348 Lodz, Poland
| | - Zbigniew Jozwiak
- Department of Environmental and Occupational Health Hazards, Nofer Institute of Occupational Medicine (NIOM), 91-348 Lodz, Poland
| | - Agnieszka Jankowska
- Department of Environmental and Occupational Health Hazards, Nofer Institute of Occupational Medicine (NIOM), 91-348 Lodz, Poland
| | - Teresa Makowiec-Dabrowska
- Department of Environmental and Occupational Health Hazards, Nofer Institute of Occupational Medicine (NIOM), 91-348 Lodz, Poland
| | - Jolanta Kujawa
- Department of Medical Rehabilitation, Faculty of Health Sciences, Medical University of Lodz, 92-213 Lodz, Poland
| | - Kinga Polanska
- Department of Environmental and Occupational Health Hazards, Nofer Institute of Occupational Medicine (NIOM), 91-348 Lodz, Poland
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Understanding of Final Year Medical, Pharmacy and Nursing Students in Pakistan towards Antibiotic Use, Antimicrobial Resistance and Stewardship: Findings and Implications. Antibiotics (Basel) 2023; 12:antibiotics12010135. [PMID: 36671336 PMCID: PMC9854661 DOI: 10.3390/antibiotics12010135] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Revised: 01/03/2023] [Accepted: 01/06/2023] [Indexed: 01/12/2023] Open
Abstract
Antimicrobial resistance (AMR) is a leading public health threat, which is exacerbated by the high and inappropriate use of antibiotics. Consequently, there is a need to evaluate knowledge regarding antibiotic use, AMR and the readiness to implement antimicrobial stewardship programs (ASPs) among final year medical, pharmacy and nursing students in Pakistan. This reflects the high and increasing rates of AMR in the country, and students as future healthcare professionals (HCPs). A cross-sectional study was conducted among 1251 final year students from 23 public and private educational institutions in Punjab. The majority of the surveyed participants possessed good knowledge of antibiotic use, AMR and the potential causes of AMR. The most common sources of the information on antibiotics were smartphones (69.9%), peers (35.9%) and medical textbooks (30.6%). However, most surveyed participants were not fully prepared to participate in ASPs. They knew, though, how to reduce AMR by educating HCPs about appropriate prescribing, implementing ASPs and improving laboratory facilities. There was a significant association between antibiotic knowledge and causes of AMR with sex, family income and student type (p < 0.05). Being a student at a public sector university (OR = 4.809; CI = 3.261−7.094; p < 0.001) and age (OR = 0.524, CI = 0.327−0.842; p < 0.008) were among the key factors impacting students’ training on ASPs. Educational curricula must be improved to include more information about appropriate antibiotic use and ASPs, along with sufficient training, workshops and clinical rotations in the final year, to fully equip students by graduation.
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Alsaif F, Neel L, Almuaiqel S, Almuhanna A, Feda J, Alrumaihi N, Alanazi O, Almansour M, Saeed MF, Soliman M. Experience of Sudden Shift from Traditional to Virtual Problem-Based Learning During COVID-19 Pandemic at a Medical College in Saudi Arabia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:453-461. [PMID: 37168457 PMCID: PMC10164655 DOI: 10.2147/amep.s404461] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/05/2023] [Accepted: 04/10/2023] [Indexed: 05/13/2023]
Abstract
Background COVID-19 pandemic has resulted in a sudden shift to online education. PBL was one of the components that was transformed to online. The aim of the present study was to investigate the impact of the sudden shift to virtual PBL during COVID-19 pandemic in achieving the intended learning objectives of the PBL and to explore the students' perception of the virtual versus traditional PBL. Methods This is a retrospective study that was conducted in the college of medicine, King Saud University. We compared the perception of third year students who participated in traditional face-to-face PBL in 2019-2020 and in the virtual PBL in 2020-2021. We compared the performance of the students in the traditional face-to-face and in virtual PBL. An online survey was distributed from October to December 2021. The survey contained 7 sections. Each section included several questions comparing virtual and traditional PBL in that aspect. Results Out of 284 third year medical students, 124 students responded with a response rate of 43.66%. More than half of the students (n = 77, 63%) felt significantly motivated to actively participate in PBL sessions in a virtual learning environment, motivated to learn and support group work and gained critical thinking skills (mean = 3.54 ± 0.12 versus 3.59 ± 0.14, p < 0.001). The majority of students (n = 82, 66%) felt significantly more satisfied about their learning during the virtual PBL versus traditional PBL (mean = 3.48 ± 0.42 versus 3.91 ± 0.59, p < 0.001). There was no significant difference in the students' performance in traditional versus virtual PBL (mean = 4.77 ± 0.22 versus 4.79 ± 0.29, p = 0.2). Conclusion The results of this study showed that students were significantly more satisfied with the experience in the virtual versus traditional PBL. Medical students' performances in virtual PBL were comparable to the traditional face-to-face approach.
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Affiliation(s)
- Faisal Alsaif
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Lina Neel
- College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Saleh Almuaiqel
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | | | - Jude Feda
- Medical Education Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Nouf Alrumaihi
- Saudi Commission of Health Specialties, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Omar Alanazi
- Medical Education Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Mohammed Almansour
- Medical Education Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Majda Fuad Saeed
- Medical Education Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Mona Soliman
- Medical Education Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
- Correspondence: Mona Soliman, Head of Medical Education Department, Professor of Medical Education and Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia, Tel +966505468581, Email
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Dergham P, Saudagar FNI, Jones-Nazar CC, Hashim SA, Saleh K, Mohammedhussain AA, Wafai SA, Madadin M. Medical Students' Perceptions Towards Online Teaching During the Covid-19 Pandemic: A Cross-Sectional Study from Saudi Arabia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:407-419. [PMID: 37125011 PMCID: PMC10136098 DOI: 10.2147/amep.s396912] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 04/09/2023] [Indexed: 05/03/2023]
Abstract
Background The Covid-19 has made a huge impact on higher education. Online teaching and learning became essential to deliver educational activities in all areas including medical education. In this study, we aimed to investigate medical students' perceptions on the role of online teaching and learning in facilitating medical education. Material and Methods A cross-sectional study using a self-administered online questionnaire was conducted. Students eligible were medical students across all years at Imam Abdulrahman Bin Faisal University, Saudi Arabia. Perceptions analysis was conducted using SPSS software. Results A total of 563 students participated in the study (prominent category female 64%, n = 361). There was a significant increase in the number of hours devoted to online learning during the pandemic. Live lectures/tutorials platform via zoom showed the highest rate of interaction compared to pre-recorded lectures and learning materials uploaded on blackboard. 50% of the students disagreed that online teaching is as effective as face-to-face teaching. The greatest perceived enjoyable aspect included the online accessibility of materials. Whereas the most frequent perceived barrier to online learning included internet connection. 17% of students reflected a poor understanding of scientific materials through online PBL. More than 50% of students revealed that online theoretical lectures are as good as classroom or better. Whereas the majority (70%) were unable to learn clinical skills online. The results indicated high impact on students' physical activities (80%). Impacts were higher on pre-clinical students' health and social life than on clinical students. Conclusion Our findings reported that during emergency situations due to the pandemic, online teaching enables the continuity of medical education and provides adequate efficiency. The use of live online platforms showed high level of interaction. However, some barriers need to be addressed especially at the clinical skills development level to maximize the benefit of online teaching and learning.
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Affiliation(s)
- Pauline Dergham
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- Correspondence: Pauline Dergham, Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, 34211, Saudi Arabia, Tel +966 13 3331046, Fax +966 13 3330333, Email ;
| | - Farhat N I Saudagar
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Catrin C Jones-Nazar
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Sara A Hashim
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Khaldoon Saleh
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Alea A Mohammedhussain
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Sumaya A Wafai
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Mohammed Madadin
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Salih KMA, Elnour S, Mohammed N, Alkhushayl AM, Alghamdi AA, Eljack IA, Al-Faifi J, Ibrahim ME. Climate of Online e-Learning During COVID-19 Pandemic in a Saudi Medical School: Students' Perspective. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231173492. [PMID: 37153851 PMCID: PMC10159252 DOI: 10.1177/23821205231173492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Accepted: 04/17/2023] [Indexed: 05/10/2023]
Abstract
INTRODUCTION The circumstances of the COVID-19 lockdown offered an opportunity to develop remote educational strategies in medical education. OBJECTIVES To assess medical students' experiences with online e-learning (OeL) satisfaction, intellectual environment, and communication during the COVID-19 pandemic. METHODS A cross-sectional study was conducted at the College of Medicine, University of Bisha, Saudi Arabia. A self-administered questionnaire (21 items) was used to evaluate OeL in three domains of satisfaction (nine items), intellectual environment (seven items), and communication (five items). Students from years one to six were invited to fill out the questionnaire form with five-point Likert scale responses. Descriptive statistics, one-way analysis of variance (ANOVA), and independent t-test were used to evaluate the association between variables. RESULTS Out of 237 participants, 96.6% (158 male and 71 female) responded to the questionnaire. Most students (86.5%) preferred the blackboard for their e-learning. The mean total scores were 30.18 ± 6.9 out of 45 for satisfaction, 19.67 ± 5.4 out of 25 for communication 25.43 ± 5.1 out of 35 for the intellectual environment. Over 50% of the students rated moderate scores on satisfaction and intellectual environment domains. About 85% of the students rated moderate scores in the communication domain. Male students rated higher significant scores than female students for satisfaction (31.3 ± 6.3 vs 27.6 ± 7; P < .001) and intellectual environment (26.3 ± 4.32 vs 3.5 ± 6.1; P < .001). There were no significant differences in students' responses to the tested domains related to GPA level. Significantly higher levels of scores for satisfaction (33.3 ± 5.6 vs 28.8 ± 6.9; P < .001) and communication (21.2 ± 4.5 vs 18.9 ± 5.7; P = .019) were obtained by clerkship students than pre-clerkship. CONCLUSIONS Medical students' experiences with e-learning are encouraging, which might be more effective with continuous training programs for students and tutors. Although OeL is an acceptable methodology, further studies are needed to analyze its impact on the target learning outcomes and students' academic achievement.
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Affiliation(s)
- Karimeldin MA Salih
- Department of Pediatrics, College of
Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Medical Education,
College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Suaad Elnour
- Department of Obstetrics and
Gynecology, College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Obstetrics and
Gynecology, College of Medicine, Omdurman Islamic University, Khartoum, Sudan
| | - Nahid Mohammed
- Department of Basic Medical Science,
College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Physiology, Faculty of
Medicine, University of Gezira, wad Madani, Sudan
| | | | - Ali A Alghamdi
- Medical Student, College of Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Ibrahim A. Eljack
- Department of Community Medicine,
College of Medicine, University of Bisha, Bisha, Saudi Arabia
- College of Medicine, Shendi University, Shendi, River Nile State, Sudan
| | - Jaber Al-Faifi
- Department of Pediatrics, College of
Medicine, University of Bisha, Bisha, Saudi Arabia
| | - Mutasim E Ibrahim
- Department of Medical Education,
College of Medicine, University of Bisha, Bisha, Saudi Arabia
- Department of Basic Medical Science,
College of Medicine, University of Bisha, Bisha, Saudi Arabia
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Shaiba H, John M, Meshoul S. Female Saudi College students' e-learning experience amidst COVID-19 pandemic: An investigation and analysis. Heliyon 2022; 9:e12768. [PMID: 36619902 PMCID: PMC9803374 DOI: 10.1016/j.heliyon.2022.e12768] [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] [Received: 07/17/2022] [Revised: 10/17/2022] [Accepted: 12/29/2022] [Indexed: 01/01/2023] Open
Abstract
Emergency remote teaching in the immediate wake of the COVID-19 pandemic has created a challenging situation for both students and teachers. The purpose of this research is to identify the perceptions and challenges that university students faced during online classes in a women only university in Saudi Arabia. Data was collected by circulating Google forms among students from different colleges, and a total of 542 students submitted their responses. Apart from gathering the personal information of participants, the survey also collected information on aspects such as educational, financial, internet connectivity and volunteering/donations. Chi-squared test was used to determine whether there was a significant difference in opinion between different groups of students on various questions. Stress was identified as the most prevalent issue among students. Students were found to be stressed regardless of their college of study or age. In comparison to others, younger students and students from financially disadvantaged families faced more difficulties. In terms of remote practical class satisfaction, health/medical stream students were the most dissatisfied group. They also faced more difficulties than students from other colleges. The analysis results show that problems such as stress, poor internet connectivity, the need for technical support, a lack of proper interaction with faculty, a lack of proper academic advising, a lack of proper study space at home etc. must be addressed in order to improve the effectiveness of online classes. This paper also includes recommendations for resolving the various issues that students face.
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Affiliation(s)
- Hadil Shaiba
- Department of Computer Sciences, College of Computer and Information Sciences, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Maya John
- Independent Research, Kerala, India,Corresponding author.
| | - Souham Meshoul
- Department of Information Technology, College of Computer and Information Sciences, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
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16
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Fahim A, Rana S, Haider I, Jalil V, Atif S, Shakeel S, Sethi A. From text to e-text: perceptions of medical, dental and allied students about e-learning. Heliyon 2022; 8:e12157. [DOI: 10.1016/j.heliyon.2022.e12157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Revised: 10/19/2022] [Accepted: 11/29/2022] [Indexed: 12/13/2022] Open
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17
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Saxena K, Arunachalam S, Banavar SR, Dhanaraj S. Co-design in preclinical skill-based learning: A pandemic plan for continuity and reinforcement. J Dent Educ 2022; 86 Suppl 3:1731-1733. [PMID: 34958485 DOI: 10.1002/jdd.12872] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 12/10/2021] [Accepted: 12/18/2021] [Indexed: 12/24/2022]
Affiliation(s)
- Kirti Saxena
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
| | | | | | - Siddharth Dhanaraj
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
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18
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Delungahawatta T, Dunne SS, Hyde S, Halpenny L, McGrath D, O'Regan A, Dunne CP. Advances in e-learning in undergraduate clinical medicine: a systematic review. BMC MEDICAL EDUCATION 2022; 22:711. [PMID: 36207721 PMCID: PMC9540295 DOI: 10.1186/s12909-022-03773-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/26/2022] [Accepted: 09/26/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND E-learning is recognised as a useful educational tool and is becoming more common in undergraduate medical education. This review aims to examine the scope and impact of e-learning interventions on medical student learning in clinical medicine, in order to aid medical educators when implementing e-learning strategies in programme curricula. METHODS A systematic review compliant with PRISMA guidelines that appraises study design, setting and population, context and type of evaluations. Specific search terms were used to locate articles across nine databases: MEDLINE/PubMed, ScienceDirect, EMBASE, Cochrane Library, ERIC, Academic Search Complete, CINAHL, Scopus and Google Scholar. Only studies evaluating e-learning interventions in undergraduate clinical medical education between January 1990 and August 2021 were selected. Of the 4,829 papers identified by the search, 42 studies met the inclusion criteria. RESULTS The 42 studies included varied in scope, cognitive domain, subject matter, design, quality and evaluation. The most popular approaches involved multimedia platforms (33%) and case-based approaches (26%), were interactive (83%), asynchronous (71%) and accessible from home (83%). Twelve studies (29%) evaluated usability, all of which reported positive feedback. Competence in use of technology, high motivation and an open attitude were key characteristics of successful students and preceptors. CONCLUSIONS Medical education is evolving consistently to accommodate rapid changes in therapies and procedures. In today's technologically adept world, e-learning is an effective and convenient pedagogical approach for the teaching of undergraduate clinical medicine.
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Affiliation(s)
| | - S S Dunne
- School of Medicine, University of Limerick, Limerick, Ireland
| | - S Hyde
- School of Medicine, University of Limerick, Limerick, Ireland
| | - L Halpenny
- School of Medicine, University of Limerick, Limerick, Ireland
| | - D McGrath
- School of Medicine, University of Limerick, Limerick, Ireland
- Centre for Interventions in Infection, Inflammation & Immunity (4I), University of Limerick, Limerick, Ireland
| | - A O'Regan
- School of Medicine, University of Limerick, Limerick, Ireland
| | - C P Dunne
- School of Medicine, University of Limerick, Limerick, Ireland.
- Centre for Interventions in Infection, Inflammation & Immunity (4I), University of Limerick, Limerick, Ireland.
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Alqahtani JS, Aldhahir AM, Al Ghamdi SS, Aldakhil AM, Al-Otaibi HM, AlRabeeah SM, Alzahrani EM, Elsafi SH, Alqahtani AS, Al-maqati TN, Alnasser M, Alnaam YA, Alzahrani EM, Alwafi H, Almotairi W, Oyelade T. Teaching faculty perceptions, attitudes, challenges, and satisfaction of online teaching during COVID-19 pandemic in Saudi Arabia: A national survey. FRONTIERS IN EDUCATION 2022; 7. [DOI: 10.3389/feduc.2022.1015163] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/11/2023]
Abstract
BackgroundThe COVID-19 pandemic and associated preventative measures introduced a shock to the teaching paradigm in Saudi Arabia and the world. While many studies have documented the challenges and perceptions of students during the COVID-19 pandemic, less attention has been given to higher education staff. The aim of the present investigation is to evaluate the staff’s perception and experiences of online teaching during the COVID-19 pandemic.Materials and methodsA validated survey was conducted between December 2021 and June 2022 in Saudi Arabian Universities to assess the status of online teaching during the COVID-19 pandemic among faculty members. The collected responses were exploratively and statistically analyzed.ResultsA total of 1117 response was received. About 66% of the respondents were male and 90% of them hold postgraduate degree. Although rarely or occasionally teach online pre-COVID-19, only 33% of the respondents think the transition was difficult and 55% of them support the move. Most respondents received adequate training (68%) and tools (80%) and 88% of the respondents mentioned that they did not accrue additional workload in online study design. While the perception of online teaching was mostly positive (62%) with high satisfaction (71%). However, 25% of the respondents reported that a poor internet bandwidth was an obstacle and 20% was unable to track students’ engagement. Respondents with more years of experience, previous training, support, or perceived online transition as easy were also more likely to be satisfied with the process. Also, older respondents, those who support the transition and those with previous training were less likely to report barriers (allp< 0.001).ConclusionThe perception and experience of transition to online teaching during the COVID-19 pandemic in Saudi Arabia were positive. Low internet bandwidth and inability to track students’ limited effective online teaching. Work experience, previous training, and positive perception are the main factors that influence staff online teaching satisfaction.
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Ali Homaid A. Problematic social media use and associated consequences on academic performance decrement during Covid-19. Addict Behav 2022; 132:107370. [PMID: 35605410 DOI: 10.1016/j.addbeh.2022.107370] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2021] [Revised: 05/06/2022] [Accepted: 05/16/2022] [Indexed: 11/15/2022]
Abstract
Based on the Stressor-Strain-Outcome (SSO) model, this study investigates the mechanism by which problematic social media use (PSMU) influences academic performance decrement via two psychological factors namely, technostress and exhaustion. It also identifies the social media usage characteristics of undergraduate students in Saudi Arabia during Covid-19. An online questionnaire was distributed to undergraduate social media users from Shaqra University. Analysis of the 312 responses shows that PSMU is a significant stressor affecting both technostress and exhaustion and thus reducing academic performance. Moreover, both are important mediators in the link between PSMU and decline in academic performance. WhatsApp, Snapchat, Twitter and Instagram are the most popular social media networks used by the undergraduates while Facebook and Skype are the least preferred. Roughly one-third (31.41%) of the students spend more than six hours a day on social media. The findings will help educators and other stakeholders to design appropriate interventions and strategies to minimize the unfavourable effects of social media in academia.
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Affiliation(s)
- Abdo Ali Homaid
- Business Administration Department, College of Science and Humanities at Shaqra, Shaqra University, Saudi Arabia.
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21
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Use of Alternative Methodologies in Veterinary Medicine Learning and Acceptance of Students. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12070476] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Different university degrees focus on students acquiring theoretical and practical knowledge, aiming to develop their professional activity in the future. However, the usual study plans often forget other skills that will be very useful for the correct performance of their professional activity. In the case of veterinarians, these can range from dialogue with farmers to the unification of knowledge, so that they can provide a simple and effective solution to the different questions that may arise throughout their work activity. On the other hand, the perception of the world and the ways of acquiring knowledge have been changing over the years. Currently, our students require new ways of being presented with the information and knowledge that they should acquire, using, in most cases, new technologies. The present study was carried out with two cases. First, we used gamification through role-play as an alternative methodology to generate a method to unify the knowledge acquired in the subject and, mainly, to acquire skills such as the transfer of this acquired knowledge to other classes and situations. The second case aims to verify if the use of new technologies, specifically the use of interactive videos, can improve the acceptance of students and their training. A total of 2 h of videos were recorded, and 31 min and 42 s of that footage were ultimately used. A special edition and some specific illustrations and designs were made for this work, taking care of the format–background relationship. The results obtained show that these alternative-learning methodologies could be applied to many subjects, so that students, in a playful and relaxed way, are able to unify all the knowledge they are acquiring in their training as veterinarians, preparing them to face the exercise of their future professional activity with greater ease and safety. Finally, we provide the degree of acceptance of these new learning methodologies by students.
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22
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Dyrek N, Wikarek A, Niemiec M, Owczarek AJ, Olszanecka-Glinianowicz M, Kocełak P. The perception of e-learning during the SARS-CoV-2 pandemic by students of medical universities in Poland - a survey-based study. BMC MEDICAL EDUCATION 2022; 22:529. [PMID: 35804369 PMCID: PMC9263431 DOI: 10.1186/s12909-022-03600-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND In March 2020 lockdown due to the COVID-19 pandemic forced Polish Medical Universities to implement e-learning. The aim of the study was to evaluate the perception of e-learning by students of Medical Universities in Poland. MATERIAL AND METHODS Survey was performed nationwide via the Internet from 30th November 2020 to 10th February 2021. Six hundred fifteen (615) medical students completed the survey. The study questionnaire included questions concerning sociodemographic data, perception of lecturers' effectiveness, assessment of stationary and online classes, changes in learning habits and restrictions on education, and advantages and disadvantages of e-learning. RESULTS The respondents reported that 96.1% of lectures, 85.5% of seminars, and 40.0% of clinical classes were implemented by e-learning. The lectures conducted by e-learning were assessed as good and very good by 78.4% and seminars by 51.2% of respondents. While the clinical classes conducted by e-learning were assessed as bad and very bad by 62.9% of respondents. The most frequently indicated limitations of e-learning were the quality of the content and available materials (26.9%), restrictions in direct contact with the lecturer (19.6%), Internet connection (16.8%), and home conditions (13.8%). Only 4% of the students had to buy or retrofit computer equipment. Any other limitations were indicated by 9.7% of the respondents. CONCLUSIONS Students were highly accepting of lectures and seminars conducted in the form of e-learning, but not laboratory and clinical classes. The main problems in e-learning are the quality of the classes conducted and the Internet connection. The students expect e-learning classes to be conducted in real-time, with direct, face-to-face contact with the lecturer.
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Affiliation(s)
- Nicola Dyrek
- Students' Scientific Society at the Pathophysiology Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Agnieszka Wikarek
- Students' Scientific Society at the Pathophysiology Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Małgorzata Niemiec
- Students' Scientific Society at the Pathophysiology Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Aleksander J Owczarek
- Health Promotion and Obesity Management Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Magdalena Olszanecka-Glinianowicz
- Health Promotion and Obesity Management Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Piotr Kocełak
- Pathophysiology Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Medyków Street 18, 40-752, Katowice, Poland.
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Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach. SUSTAINABILITY 2022. [DOI: 10.3390/su14138138] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this study, we conducted a thematic analysis of the views and perspectives of university students about online learning, specifically regarding their interpretations and experiences of the transition from traditional face-to-face courses to online teaching during the COVID-19 pandemic. The sample included 209 undergraduate and postgraduate students who were invited to complete five tasks, i.e., a free association task, answering open questions about the advantages and disadvantages of online learning, providing suggestions for improving online learning, and sharing a personal experience lived during this period. Some of the main themes extracted from the data refer to the negative aspects of online learning mentioned by participants in relation to its disadvantages, such as health and psychosocial problems (e.g., stress, anxiety, decreased motivation, isolation/loneliness, and apathy) and learning process problems (e.g., misunderstandings, a lack of feedback, additional academical requirements, a lack of challenge, and disengagement). Other recurrent themes refer to the positive aspects of online learning associated with its benefits: comfort and accessibility, economy (saving time and money), and psychological and medical safety. The personal experiences during COVID-19 shared by our respondents were organised around four main themes (positive, negative, ambivalent, and transformative experiences) related to students’ adaptation to the educational context generated by the pandemic. Based on these findings, practical recommendations for universities and researchers are discussed.
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Evaluation of E-Learning Experience among Health and Allied Health Professions Students during the COVID-19 Pandemic in Slovenia: An Instrument Development and Validation Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084777. [PMID: 35457648 PMCID: PMC9026893 DOI: 10.3390/ijerph19084777] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Revised: 04/09/2022] [Accepted: 04/12/2022] [Indexed: 01/27/2023]
Abstract
COVID-19 had an impact on everyday life, especially during the lockdown. This also impacted higher education, leading to a sudden and complete shift to online e-learning. The purpose of this study was to develop, validate, and test a measurement tool suitable for evaluating students’ e-learning experience among health and allied health professions students. The convenience sample consisted of 342 students. A validation of the instrument E-learning Experience Evaluation Scale (3E-Scale) was conducted before the study began. Factor structure, reliability, content, and face validity were assessed. Confirmatory factor analyses revealed a four-factor structure of the scale that explained 61% of the total variance. The overall scale demonstrated a high level of reliability and appears to be a reliable measurement tool. The results show that there are statistically significant differences between female and male students (p < 0.05). In addition, nursing and dietetics students perceive more barriers related to the open-source learning management system than other students (p < 0.05). Positive learning experiences contribute to greater learning satisfaction and, consequently, greater learning engagement. E-learning content design should be aligned with teaching pedagogy and learning outcomes. Future studies should also address the negative consequences of e-learning experiences.
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Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19073902. [PMID: 35409584 PMCID: PMC8997516 DOI: 10.3390/ijerph19073902] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Revised: 02/28/2022] [Accepted: 03/10/2022] [Indexed: 11/25/2022]
Abstract
Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018−2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.
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Etando A, Amu AA, Haque M, Schellack N, Kurdi A, Alrasheedy AA, Timoney A, Mwita JC, Rwegerera GM, Patrick O, Niba LL, Boahen-Boaten BB, Tabi FB, Amu OY, Acolatse J, Incoom R, Sefah IA, Guantai AN, Opanga S, Chikowe I, Khuluza F, Kibuule D, Kalemeera F, Hango E, Lates J, Fadare J, Ogunleye OO, Saleem Z, Oosthuizen F, Cordier W, Matlala M, Meyer JC, Schellack G, Massele A, Malande OO, Kalungia AC, Sichone J, Banda SS, Zaranyika T, Campbell S, Godman B. Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future. Healthcare (Basel) 2021; 9:1722. [PMID: 34946448 PMCID: PMC8701006 DOI: 10.3390/healthcare9121722] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2021] [Revised: 11/19/2021] [Accepted: 12/02/2021] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND Multiple measures introduced early to restrict COVID-19 have dramatically impacted the teaching of medical and pharmacy students, exacerbated by the lack of infrastructure and experience with e-learning at the start of the pandemic. In addition, the costs and reliability of the Internet across Africa pose challenges alongside undertaking clinical teaching and practical programmes. Consequently, there is a need to understand the many challenges and how these were addressed, given increasingly complex patients, to provide future direction. METHOD An exploratory study was conducted among senior-level medical and pharmacy educators across Africa, addressing four key questions, including the challenges resulting from the pandemic and how these were dealt with. RESULTS Staff and student members faced multiple challenges initially, including adapting to online learning. In addition, concerns with the lack of equipment (especially among disadvantaged students), the costs of Internet bundles, and how to conduct practicals and clinical teaching. Multiple activities were undertaken to address these challenges. These included training sessions, developing innovative approaches to teaching, and seeking ways to reduce Internet costs. Robust approaches to practicals, clinical teaching, and assessments have been developed. CONCLUSIONS Appreciable difficulties to teaching arising from the pandemic are being addressed across Africa. Research is ongoing to improve education and assessments.
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Affiliation(s)
- Ayukafangha Etando
- Department of Medical Laboratory Sciences, Faculty of Health Sciences, Eswatini Medical Christian University, P.O. Box A624, Swazi Plaza, Mbabane H100, Eswatini
| | - Adefolarin A Amu
- Department of Pharmacy, Faculty of Health Sciences, Eswatini Medical Christian University, P.O. Box A624, Swazi Plaza, Mbabane H100, Eswatini
| | - Mainul Haque
- Unit of Pharmacology, Faculty of Medicine and Defence Health, Universiti Pertahanan Nasional Malaysia (National Defence University of Malaysia), Kem Perdana Sungai, Besi, Kuala Lumpur 57000, Malaysia
| | - Natalie Schellack
- Department of Pharmacology, Faculty of Health Sciences, Basic Medical Sciences Building, Prinshof Campus, University of Pretoria, Arcadia 0083, South Africa
| | - Amanj Kurdi
- Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow G4 0RE, UK
- Division of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Garankuwa, Pretoria 0208, South Africa
- Department of Pharmacology, College of Pharmacy, Hawler Medical University, P.O. Box 178, Erbil 44001, Iraq
| | - Alian A Alrasheedy
- Department of Pharmacy Practice, College of Pharmacy, Qassim University, Buraidah, Qassim 51452, Saudi Arabia
| | - Angela Timoney
- Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow G4 0RE, UK
- Chair SIGN Council, Healthcare Improvement Scotland, Edinburgh EH12 9EB, UK
| | - Julius C Mwita
- Department of Internal Medicine, Faculty of Medicine, University of Botswana, Gaborone, Botswana
| | | | - Okwen Patrick
- Effective Basic Services (eBASE) Africa, Ndamukong Street, Bamenda, Cameroon
- Adelaide University, Adelaide 5005, Australia
| | - Loveline Lum Niba
- Effective Basic Services (eBASE) Africa, Ndamukong Street, Bamenda, Cameroon
- Department of Public Health, University of Bamenda, P.O. Box 39, Bambili, Cameroon
| | - Baffour Boaten Boahen-Boaten
- Department of Psychology, Faculty of Applied Social Sciences, Eswatini Medical Christian University, P.O. Box A624, Swazi Plaza, Mbabane H100, Eswatini
| | - Felicity Besong Tabi
- Department of Social Work, Faculty of Applied Social Sciences, Eswatini Medical Christian University, P.O. Box A624, Swazi Plaza, Mbabane H100, Eswatini
| | - Olufunke Y Amu
- Department of Social Work, Faculty of Applied Social Sciences, Eswatini Medical Christian University, P.O. Box A624, Swazi Plaza, Mbabane H100, Eswatini
| | - Joseph Acolatse
- Pharmacy Directorate, Cape Coast Teaching Hospital (CCTH), Cape Coast, Ghana
| | - Robert Incoom
- Pharmacy Directorate, Cape Coast Teaching Hospital (CCTH), Cape Coast, Ghana
| | - Israel Abebrese Sefah
- Pharmacy Practice Department of Pharmacy Practice, School of Pharmacy, University of Health and Allied Sciences, Volta Region, Ghana
| | - Anastasia Nkatha Guantai
- Department of Pharmacology & Pharmacognosy, School of Pharmacy, University of Nairobi, P.O. Box 19676-00202 KNH, Nairobi 00200, Kenya
| | - Sylvia Opanga
- Department of Pharmaceutics and Pharmacy Practice, School of Pharmacy, University of Nairobi, P.O. Box 19676-00202 KNH, Nairobi 00200, Kenya
| | - Ibrahim Chikowe
- Pharmacy Department, Kamuzu University of Health Sciences (KUHeS), Blantyre, Malawi
| | - Felix Khuluza
- Pharmacy Department, Kamuzu University of Health Sciences (KUHeS), Blantyre, Malawi
| | - Dan Kibuule
- Department of Pharmacy Practice and Policy, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Windhoek 10000, Namibia
| | - Francis Kalemeera
- Department of Pharmacy Practice and Policy, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Windhoek 10000, Namibia
| | - Ester Hango
- Department of Pharmacy Practice and Policy, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Windhoek 10000, Namibia
| | - Jennie Lates
- Department of Pharmacy Practice and Policy, Faculty of Health Sciences and Veterinary Medicine, University of Namibia, Windhoek 10000, Namibia
| | - Joseph Fadare
- Department of Pharmacology and Therapeutics, Ekiti State University, Ado-Ekiti 362001, Nigeria
- Department of Medicine, Ekiti State University Teaching Hospital, Ado-Ekiti 362001, Nigeria
| | - Olayinka O Ogunleye
- Department of Pharmacology, Therapeutics and Toxicology, College of Medicine, Lagos State University, Ikeja, Lagos 21266, Nigeria
- Department of Medicine, Lagos State University Teaching Hospital, Ikeja, Lagos 101233, Nigeria
| | - Zikria Saleem
- Faculty of Pharmacy, The University of Lahore, Lahore 54000, Pakistan
| | - Frasia Oosthuizen
- Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban 4041, South Africa
| | - Werner Cordier
- Department of Pharmacology, Faculty of Health Sciences, Basic Medical Sciences Building, Prinshof Campus, University of Pretoria, Arcadia 0083, South Africa
| | - Moliehi Matlala
- Division of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Garankuwa, Pretoria 0208, South Africa
| | - Johanna C Meyer
- Division of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Garankuwa, Pretoria 0208, South Africa
| | | | - Amos Massele
- Hurbert Kairuki Memorial University, 70 Chwaku Road Mikocheni, Dar Es Salaam, Tanzania
| | - Oliver Ombeva Malande
- Department of Child Health and Paediatrics, Egerton University, Nakuru, Kenya
- East Africa Centre for Vaccines and Immunization (ECAVI), Namela House, Kampala, Uganda
| | | | - James Sichone
- Department of Biomedical Sciences, University of Zambia, Lusaka, Zambia
| | - Sekelani S Banda
- Department of Medical Education Development, University of Zambia, Lusaka, Zambia
| | - Trust Zaranyika
- Department of Medicine, University of Zimbabwe College of Health Sciences, Harare, Zimbabwe
| | - Stephen Campbell
- Centre for Primary Care and Health Services Research, School of Health Sciences, University of Manchester, Manchester M13 9PL, UK
- NIHR Greater Manchester Patient Safety Translational Research Centre, School of Health Sciences, University of Manchester, Manchester M13 9PL, UK
| | - Brian Godman
- Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow G4 0RE, UK
- Division of Public Health Pharmacy and Management, School of Pharmacy, Sefako Makgatho Health Sciences University, Garankuwa, Pretoria 0208, South Africa
- Centre of Medical and Bio-Allied Health Sciences Research, Ajman University, Ajman 20550, United Arab Emirates
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