Online learning during the COVID-19 pandemic: A qualitative study among final year medical students at the University of Zambia [version 1; peer review: 1 approved]

• Published in: F1000 research 2022, Vol.11, p.1363
• Main Authors: Limbumbu, Anthony Nsamba, Kabwe, Jane Chanda, Kumwenda, Andrew, Kasonkomona, Phyllis Chibuye, Mwila, Grace, Lubeya, Mwansa Ketty
• Format: Article
• Language: English
• Subjects: COVID-19 pandemic; eng; final year medical student; medical education; quarantine; virtual learning
• ISSN: 2046-1402; 2046-1402
• DOI: 10.12688/f1000research.124823.1

Background Since the globe was faced with the COVID-19 pandemic in December 2019, numerous adjustments have been made in all sectors to curtail the spread of infection. Most elementary and tertiary schools were closed or suspended until the transmission rates dropped. Following the outbreak of COVID-19, medical schools in Zambia have sought ways to replace face-to-face medical learning with virtual clinical teaching. The objectives of this study were to explore the perceptions of online learning among University of Zambia medical students and understand the barriers and facilitators to effective online learning. Methods A qualitative descriptive approach was used, enrolling final year medical students from the University of Zambia; the consenting participants were sampled purposively and interviewed through virtual platforms until data saturation was reached upon interviewing the 11 th participant. A total of 14 participants were interviewed, audio recorded, transcribed verbatim and data was analyzed using six steps of thematic analysis. Results Three broad themes arose from the interviews: online learning perceptions, facilitators and barriers to online learning. Regarding perceptions of online learning, they highlighted that the delivery was simple to understand, with convenient scheduling and the benefit of being able to refer back to the recorded lectures. Some barriers encountered during the online learning were poor network connection, frequent power outages, lack of patient-student interaction and challenges with learning space in their homes. The facilitators were self-paced learning, availability of lecturers and the desire to complete their training despite the lockdown being in effect. Conclusions Most medical students had positive perceptions of online learning despite its challenges. With the improvement in technology, online education should be incorporated into the traditional training of medical students to get the best outcomes.