<br>我们可以从波兰医学生在 SARS-CoV-2 大流行期间的在线学习经历中学到什么？,BMC Medical Education

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我们可以从波兰医学生在 SARS-CoV-2 大流行期间的在线学习经历中学到什么？
BMC Medical Education ( IF 2.7 ) Pub Date : 2021-08-26 , DOI: 10.1186/s12909-021-02884-5
Anna Pokryszko-Dragan ₁ , Karol Marschollek ₂ , Marta Nowakowska-Kotas ₁ , Gillian Aitken ₃

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2020 年 3 月，由于 SARS-CoV-2 大流行，波兰政府下令关闭所有医学院，并强制转向在线学习。这种封锁在 2020 年夏季持续进行，并进行了短暂的混合学习。此前波兰医学院很少使用远程学习，因此如此突然的转学是一个重大挑战。该研究的目的是探讨本科生对大流行期间波兰医学院提供的在线教学的看法，并分析这些经验如何为未来的课程开发提供信息。该在线调查于 2020 年 11 月针对波兰医学院的本科生进行。这些问题涵盖了人口统计数据、流行病学数据以及学生对在线教学各个方面的看法。对答复进行了主题分析，并考虑人口统计参数对其分布进行了比较。来自 13 个医学院的 620 名学生参与了这项调查。受访者认为在线教学的主要好处包括增加便利性、提高质量、舒适感和安全感。主要投诉与内容不满意、技术问题、参与困难、组织不善和缺乏社交生活有关。学生们表示，在线教学需要更多的自主学习和纪律，57.9%的人认为这种影响是负面的。 44.5%的受访者参加了预定课程之外的在线教育活动。 49.2% 的受访者表示在线考试比传统考试压力更大，24.8% 的受访者表示在线考试压力较小。男性和女性、低年级学生和高年级学生、波兰学生和非波兰学生对在线教学的看法存在差异。突然转向网上不可避免地给学生带来了问题。他们的观点使我们有机会思考大流行前本科课程的缺点。在线教育需要更多的自主学习，这对许多学生来说是一个挑战，因此有必要进一步提高更多的自主学习技能。学生们表达的苦恼表明他们需要针对心理健康问题提供紧急支持。

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What can we learn from the online learning experiences of medical students in Poland during the SARS-CoV-2 pandemic?

In March 2020, due to the SARS-CoV-2 pandemic, the Polish government ordered the closing of all medical faculties, with an obligatory shift to online learning. This lockdown continued, with a short period of blended learning, over the time of summer 2020. Distance learning had previously been rarely used within Polish medical schools, so such a sudden transfer was a major challenge. The aim of the study was to explore undergraduates’ perception of online teaching provided at Polish medical faculties during the pandemic and to analyze how these experiences may inform future curriculum development. The online survey was addressed to undergraduates at Polish medical faculties in November 2020. The questions captured demographics, epidemiological data and students’ perception of various aspects of online teaching. Responses were subjected to thematic analysis and their distribution compared considering demographic parameters . Six hundred twenty students from thirteen medical faculties responded to the survey. Major benefits from online teaching perceived by respondents included increased convenience, enhanced quality, a sense of comfort and safety. Major complaints were associated with unsatisfactory content, technical issues, difficulties engaging, poor organization and lack of social life. Students claimed that online teaching required more self-directed learning and discipline and 57.9% considered this impact as negative. 44.5% of respondents took part in educational online activities beyond their scheduled classes. For 49.2% online examinations were reported as more stressful and for 24.8% - less stressful than traditional ones. Differences in the opinions on online teaching were found between men and women, students in early and senior years, Polish and non-Polish ones. The sudden move online inevitably was problematic for students. Their perspective afforded us the opportunity to consider shortcomings of pre-pandemic undergraduate curriculum. Online education requires a more self-directed learning, which was challenging for many students, so further enhancement of more autonomous study skills seems necessary. Distress expressed by students indicates the need for urgent support with mental health issues.

更新日期：2021-08-26

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