DISTANCE EDUCATION IN A MEDICAL HIGHER EDUCATIONAL INSTITUTION: SOCIAL, GENDER, AND AGE CHARACTERISTICS
DOI:
https://doi.org/10.11603/m.2414-5998.2022.3.13422Keywords:
online education, postgraduate education, students, trainee doctors, teachersAbstract
Many of the problems that existed at the beginning of the introduction of online learning have been overcome, but questions continue to arise about the possibilities of improving distance learning. The purpose of this work was to identify differences in the perception of the main aspects of distance learning by different groups of respondents. We conducted an anonymous voluntary online survey and processed its results using the Statistica 12 software package. The technical support of online education, the relevance, and the novelty of the topics were recognized as good/excellent by the majority of participants, however, 59.3 % of respondents believe that distance learning is worse than face-to-face education, and only 33.5 % of respondents would like to continue online education. A comparison of the results of the survey of medical students and trainee doctors showed that the students rated the technical support of the classes, the relevance of the subject, the scope and novelty of topics, and the professional level of the tutors significantly lower. Students and tutors equally highly rated the relevance of the topics, but the tutors gave significantly lower ratings to the technical support of the classes, the amount of information, its novelty, and even their own professional level. In general, trainee doctors were more satisfied with online learning than tutors. Compared to tutors, medical students gave significantly lower ratings of the relevance, scope, and novelty of information, as well as the professional level of tutors. Respondents over the age of 40 gave a higher assessment of relevance, volume, and novelty of information, but recognized a significantly worse level of computer proficiency. There were no gender differences. Respondents positively evaluated distance education, however, only a third of respondents wanted to continue this format. Students rated relevance, volume, and novelty of information worse than trainee doctors and teachers. Teachers were the least satisfied with online learning among all respondents. People over 40 years of age had a lower level of computer proficiency than younger respondents.
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