DISTANCE LEARNING IN MEDICAL EDUCATION: ANALYSIS OF EXPERIENCE AND PROSPECTS OF USING

Abstract

Annotation. The purpose of the study: to assess the attitude of Ukrainian students to distance learning (DL) and to determine the possibility of including some of its components in traditional education. Methods: during the course of study in ophthalmology cycle, a survey was carried out among 123 Ukrainian 4th-year medical students who had approximately the same experience (1.5–2 years each) of online and offline learning. The questionnaire included 7 questions, 4 of which provided the opportunity to choose several of the proposed answers, and three required a numerical determination. Results. The biggest advantages of online learning, according to the students’ answers, were the ability to: combine DL with work or additional learning (73%), record the teacher's explanations and to listen them again (46%), and study in your own optimal mode (25%). Interestingly, only 32% of the time saved during the DL was spent on self-education (to study other subjects according to the preferences, to read additional literature). For students with low academic performance, a differentiated approach to the pace of learning is important (33%). The disadvantages of DL are the difficulty of studying the material (58%), difficulties with mastering practical skills (49%), and the lack of opportunity to consult on the correct understanding of the task (13%). A third of respondents noted technical problems with the Internet. Although DL caused more problems with understanding the material, the time spent on it was less (3.59±0.11 hours) than when preparing for offline classes (3,98±0,13), p<0,05. 84% of respondents preferred a blended learning approach, agreeing to allocate 5 to 20% of their study time to online learning (average 9.0%). Regarding the possibility of implementing the experience of the DL in traditional education, 63% of students asked to provide more illustrative material; 68% suggested to carry out test-control remotely, without waisting time in class; 40% asks to give case tasks for preparation at home instead of oral questioning. 61% of respondents ask that more attention be paid to the development of communication skills in practical classes, 38% to independent work in hospital departments, 27% to the training of practical skills. In general, the experience of DL, which was gained by teachers and students in the first half of the 20s, can be used to optimize traditional medical education.