Table 5 Themes and codes related to student (n = 26) and faculty (n = 10) perceptions of the course and remote learning
From: Remote online global health education among U.S. medical students during COVID-19 and beyond
| Students | Faculty | Total | |
|---|---|---|---|
| Strengths of course | |||
| Great faculty | 25 | 0 | 25 |
| Diverse topics / good content | 19 | 0 | 19 |
| Practical skills | 9 | 0 | 9 |
| Well-organized | 5 | 0 | 5 |
| Welcoming environment | 4 | 0 | 4 |
| Easily understood by wide range of students | 3 | 0 | 3 |
| Engaging | 3 | 0 | 3 |
| Polls | 1 | 0 | 1 |
| Syllabus | 1 | 0 | 1 |
| Question and answer with speakers | 1 | 0 | 1 |
| Case studies | 1 | 0 | 1 |
| Diverse students | 1 | 0 | 1 |
| Weaknesses of course | |||
| Lack of community | 3 | 1 | 4 |
| Long sessions | 3 | 0 | 3 |
| Difficulty with receiving learning materials | 2 | 0 | 2 |
| Advantages of remote learning | |||
| Convenient / accessible to location and schedule | 19 | 3 | 20 |
| Diverse speakers from around the globe | 6 | 1 | 7 |
| Saves time | 4 | 4 | 8 |
| Able to review recordings later | 2 | 0 | 2 |
| Disadvantages of remote learning | |||
| Practical skills and hands-on demonstrations difficult | 9 | 1 | 10 |
| Less interaction between students and speakers | 5 | 4 | 9 |
| Harder to stay engaged | 5 | 0 | 5 |
| Faculty can’t read audience / get student feedback | 0 | 4 | 4 |
| Recommendations for course | |||
| More interactive / practical / in-person days | 10 | 1 | 11 |
| Add didactic content (equity/colonialism, ethics, global surgery, case studies) | 7 | 0 | 5 |
| Change course schedule | 3 | 0 | 3 |
| More diverse speakers | 2 | 0 | 2 |
| Use video-conferencing functions, cameras more | 2 | 0 | 2 |
| Better tailor course to different learners | 1 | 0 | 1 |
| Send kit for practical skills | 1 | 0 | 1 |