Students’ initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale

Table 4 Adjusted Odds of Agreement with the Evaluation of Online Education among 99,559 Participants at 90 Medical Schools ^a

	OR (95% CI) ^b
Characteristic	Network Congestion	Insufficient interaction	Online-learning Satisfaction
Gender
Female (reference)	1.00	1.00	1.00
Male	0.84(0.82,0.87) ^d	1.17(1.14,1.20) ^d	0.96(0.93,0.99) ^c
Learning Phases
General education (reference)	1.00	1.00	1.00
Basic medical education	0.86(0.82,0.91) ^d	1.03(0.99,1.08)	0.93(0.89,0.98) ^c
Clinical medical education	0.53(0.50,0.56) ^d	1.18(1.14,1.23) ^d	0.75(0.72,0.79) ^d
Clerkship rotation	0.35(0.33,0.37) ^d	1.43(1.36,1.51) ^d	0.67(0.63,0.71) ^d
Student location
Rural(reference)	1.00	1.00	1.00
Urban	0.79(0.77,0.82) ^d	0.96(0.94,0.99) ^c	1.08(1.05,1.12) ^d
Academic performance
Top 25%(reference)	1.00	1.00	1.00
25–50%	1.05(1.01,1.09) ^c	0.91(0.88,0.93) ^d	1.04(1.00,1.08) ^c
50–75%	1.06(1.02,1.11) ^c	0.85(0.82,0.88) ^d	1.05(1.01,1.09) ^c
Bottom25%	1.04(0.98.1.12)	0.75(0.71,0.79) ^d	0.96(0.90,1.02)
Prior PU	0.91(0.88,0.94) ^d	0.75(0.73,0.77) ^d	2.05(1.98,2.13) ^d
Orientation is Good	1.24(1.20,1.29) ^d	0.73(0.71,0.75) ^d	7.67(7.43,7.91) ^d

Abbreviation: PU perceived usefulness
^a Logistic regression models were run for agreement with each statement of the evaluation on the online education to estimate associates for the following factors: sex, learning phases, student location, academic performance, perceived usefulness regarding prior online learning and orientation for the online learning from institutions. To control for differences between institutions, all the models we used the institutions fixed effects (not reported) and we clustered standard errors by institutions
^b Odds ratio (95% confidence interval)
^c P < .05 (P values not shown)
^d P < .001 (P values not shown)

ISSN: 1472-6920