Perception from students regarding online synchronous interactive teaching in the clinical year during COVID-19 pandemic

Abstract

Aim The global pandemic of COVID-19 2020 has led to the extensive practice of online synchronous learning. Our primary goal is to compare different learning activities to evaluate students' perceptions. Moreover, we also aim to identify factors influencing their perception and satisfaction in these activities.

Method

We have divided the online activities into bedside teaching, practical skill sessions, tutorials or problem-based learning, and lectures. A questionnaire was distributed to our clinical year students to document their perceptions.

Results

Three hundred sixty-eight valid responses were received among these four learning activities combined (96 from bedside teaching, 67 from practical skill sessions, 104 from PBL/tutorial, and 101 from lecture).

With the relative positive perception regarding online PBL and tutorials and preference for online lectures, there is a high possibility that these classes will remain online. To further improve their experience, students should turn on their videos during lectures. During online PBL and tutorials, good audio and video quality should always be ensured while being encouraged to remain their mic switched on.

Online practical skill classes scored high in the DREEM-extracted questionnaire but were not preferred over face-to-face classes. Implementing online classes in this category should remain cautious with the limitations of tools, practice, and feedback. Good audio and video quality may help improve the experience.

Conclusion

The advantages of learning online may lead to a persistent practice of online teaching after this pandemic. This study provides insight and specific areas that need to improve.