Medical students' perceptions and performance in an online regional anatomy course during the Covid‐19 pandemic

The present study evaluated the students' psychological well‐being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at...

Full description

Saved in:
Bibliographic Details
Published in:Anatomical sciences education 2022-08, Vol.15 (5), p.928-942
Main Authors: Zhang, Ji‐Feng, Zilundu, Prince Last Mudenda, Fu, Rao, Zheng, Xue‐Feng, Zhou, Li‐Hua, Guo, Guo‐Qing
Format: Article
Language:English
Subjects:
Academic Achievement
Anatomy
Anxiety
COVID-19
Depression (Psychology)
Distance Education
Distance learning
Electronic Learning
Focus groups
Foreign Countries
gross anatomy education
Group Discussion
Instructional Materials
Medical Education
Medical Students
Online Courses
online learning
Program Effectiveness
regional anatomy
remote teaching model
Self Esteem
Student Attitudes
Student Experience
Student Surveys
Telecommunications
undergraduate education
Video Technology
Well Being
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The present study evaluated the students' psychological well‐being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self‐administered online questionnaires including the Zung's Self‐Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case‐based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown‐related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P 
ISSN:1935-9772
1935-9780
DOI:10.1002/ase.2208