Online medical education: A student survey

• Published in: The clinical teacher 2023-08, Vol.20 (4), p.e13582-n/a
• Main Authors: Faria, Isabella, Moura, Carolina B., Graner, Mariana, Campos, Letícia Nunes, Gerk, Ayla, Bittencourt, Marcela M., Cazumbá, Maria Luíza, Mishaly, Asher, Buda, Alexandra M., Truche, Paul, Bowder, Alexis N., Botelho, Fabio, Carroll, Madeleine, Mooney, David, Naus, Abbie
• Format: Article
• Language: English
• Subjects: COVID-19 - epidemiology; Cross-Sectional Studies; Education, Distance - methods; Education, Medical; Humans; Students, Medical; Surveys and Questionnaires
• ISSN: 1743-4971; 1743-498X
• DOI: 10.1111/tct.13582

Background During COVID‐19, medical schools transitioned to online learning as an emergency response to deliver their education programmes. This multi‐country study compared the methods by which medical schools worldwide restructured the delivery of medical education during the pandemic. Methods This multi‐country, cross‐sectional study was performed using an internet‐based survey distributed to medical students in multiple languages in November 2020. Results A total of 1,746 responses were received from 79 countries. Most respondents reported that their institution stopped in‐person lectures, ranging from 74% in low‐income countries (LICs) to 93% in upper‐middle‐income countries. While only 36% of respondents reported that their medical school used online learning before the pandemic, 93% reported using online learning after the pandemic started. Of students enrolled in clinical rotations, 89% reported that their rotations were paused during the pandemic. Online learning replaced in‐person clinical rotations for 32% of respondents from LICs versus 55% from high‐income countries (HICs). Forty‐three per cent of students from LICs reported that their internet connection was insufficient for online learning, compared to 11% in HICs. Conclusions The transition to online learning due to COVID‐19 impacted medical education worldwide. However, this impact varied among countries of different income levels, with students from LICs and lower middle income countries facing greater challenges in accessing online medical education opportunities while in‐person learning was halted. Specific policies and resources are needed to ensure equitable access to online learning for medical students in all countries, regardless of socioeconomic status.