From: A systematic review of health sciences students’ online learning during the COVID-19 pandemic
Study | Intervention (what used, who involved) | Assessment tool | Comparison | Study design | Findings | Kirkpatrick |
---|---|---|---|---|---|---|
Al-Balas et al. (2020) [33] | OL; UG medical students from all medical universities in Jordan | Online questionnaire | Traditional learning | (N = 652) Cross-sectional study | 26.77% satisfied with OL, 44.42% were not satisfied while 28.81% were neutral | 1 |
Alsoufi et al. (2020) [35] | OL; UG medical students from all medical universities in Libya | Online questionnaire | Traditional learning | (N = 3348) Cross-sectional study | 64.7% disagreed with OL in Libya | 1 |
Al-Taweel et al. (2021) [65] | OL; UG dental students from University of Baghdad, University of Sulaimani, and Dijlah University College | Online questionnaire | Traditional learning | (N = 832) Cross-sectional study | About 79% of the participants were not satisfied with TB learning, while only 17% agreed that OL is better than traditional learning. Most of the students satisfied with TB learning mostly have advanced computer skills – 5th-grade students (Higher computer skills = higher satisfaction) – Odds Ratio: 3.031, 2.876, 3.644 | 1 |
Amir et al. (2020) [36] | OL; UG dental student from Dentistry faculty in Indonesia | Online questionnaire | Traditional learning | (N = 301) Cross-sectional study | 44.2% of the students preferred OL to f2f learning | 1 |
Bączek et al. (2021) [38] | OL; UG medical students from Polish | Online questionnaire | Traditional learning | N = 804 Cross-sectional study | o OL was not that effective compared to f2f in terms of increasing knowledge (P < .001) and social competencies (P < .001). However, 73% enjoyed OL, while 27% did not enjoy OL | 1 |
Bolatov et al. (2021) [66] | OL; UG medical students from Astana Medical University | Online questionnaire | Traditional learning | (N = 619: TL), (N = 798: OL) Cross-sectional study | 50.4% were satisfied with their academic performance during TL, while 71.6% of the students satisfied with their academic performance during OL | 1 |
Co & Chu (2020) [67] | OL; UG medical students from the University of Hong Kong | Online | Traditional learning | (N = 30) Cross-sectional study | 90% felt that web-based surgical skill learning (WSSL) implementation was easy to understand, and most of them did not have technical problems | 1 |
De Ponti et al. (2020) [41] | OL; UG medical students from the University of Insubria | Online questionnaire | Traditional training | (N = 115) Cross-sectional study | 90% gave positive feedback. 93% felt that OL was impressive | 1 |
Dutta et al. (2021) [68] | OL; UG medical and nursing students across India | Online questionnaire | Traditional learning | (N = 1068) Cross-sectional study | 37.76% were very satisfied with OL, while 42% were not satisfied with OL | 1 |
Elsalem et al. (2021) [43] | OL; UG medical sciences students from Jordan University of Sciences and Technology | Online questionnaire | Traditional learning | (N = 1019) Cross-sectional study | Most students (91%) reported that online exam is more stressful compared to f2f while 23.55% were against the statement | 1 |
Elzainy et al. (2020) [69] | OL; UG medical students from College of Medicine Qassim University | Online questionnaire | Traditional learning | (N = 249) Cross-sectional study | 58.82% of students showed satisfaction with OL in virtual classrooms, virtual workshops, and online assessments | 2 |
Fischbeck et al. (2020) [70] | OL; UG medical psychology and medical sociology from university in Mainz | Online questionnaire | Traditional learning | (N = 203) Cross-sectional study | Overall, most of the students agreed that all the exercise given online was very helpful while only 24% did not agree that OL can replace f2f | 3 |
Gupta et al. (2021) [45] | OL; UG medical students from the Delhi-NCR region | Online questionnaire | Traditional learning | (N = 248) Cross-sectional study | 35.4% of students preferred OL while 43.1% are more into f2f., 21.4% remained neutral | 1 |
Higgins et al. (2020) [71] | OL (online problem-based learning (PBL) sessions); UG medical students from the College of Medicine at Qassim Universityf | Online questionnaire | Traditional learning | (N = 674) Cross-sectional study | 67.30% were satisfied with OL and 64% agreed that live streaming session via Blackboard (OL platform) was efficient | 1 |
JimĂ©nez-RodrĂguez et al. (2020) [47] | OL; UG nursing students from the University of Spain | Online questionnaire | Traditional learning | (N = 48) Cross-sectional study | 97.6% agreed that they had learned the simulation's mistakes, 97.6% agreed that the simulation was related to the theory. Overall satisfaction showed that 95.8% felt that the simulation video was helpful | 3 |
JimĂ©nez-RodrĂguez & Arrogante (2020) [32] | OL; UG nursing students from University in Almeria—Spain | Online questionnaire | Traditional practical | (N = 93) Cross-sectional study | 97.8% were satisfied with the OL consultations | 3 |
Perron et al. (2020) [64] | OL; UG medical students from Geneva Faculty of Medicine | Online questionnaire | Traditional seminars | (N = 149) Cross-sectional study | Students were very satisfied with the online seminars held by the faculty. eventhough students preferred f2f activity, but 60% considered OL to be used, during pandemic | 1 |
Kaliyadan et al. (2020) [72] | OL; UG medical students from the Dermatology department | Online questionnaire | Traditional learning | (N = 45) Cross-sectional study | students were satisfied with the OL since all scores were more than half – Practical skills (3.28), Technical issue (3.60), Time (3.77), Assessment (3.35). Overall content coverage (3.97). The results show a lower score for practical skills since practical usually need skills that required f2f | 1 |
Kalleny (2020) [73] | OL; UG medical students from the Faculty of Medicine Ain Shams University | Online questionnaire | Traditional learning | (N = 136) Cross-sectional study | Students were satisfied with Kahoot. The overall rating score is 4.65 out of 5 | 1 |
Khalaf et al. (2020) [74] | OL; UG dental students at University of Sharjah | Online questionnaire | Traditional learning | (N = 65) Cross-sectional study | Students were very satisfied with the online exam. Students with online exam experience were more satisfied with OL than students who lack experience with online exam (p < 0.05) | 1 |
Khan et al. (2021) [21] | OL; UG medical students from North India | Online questionnaire | Traditional learning | (N = 103) Mixed study | 62%-80%, showed satisfaction toward OL | 1 |
Kim et al. (2020) [48] | OL; UG medical students from Seoul National University | Online questionnaire | Traditional learning | (N = 456) Cross-sectional study | 62.2% of the students were satisfied with OL compared to f2f learning | 1 |
Liu et al. (2021) [75] | OL; UG medical students from Shandong First Medical University | Online questionnaire | Traditional learning | (N = 512) Cross-sectional study | 71.3% of the Histology and Embryology students and 82.5% and Pathology students were very satisfied with OL. Only 37% want to return to traditional teaching from Pathology course while 52.1% from Histology and Embryology | 1 |
Menon et al. (2021) [51] | OL; UG medical students from college hospital in South India | Online questionnaire | Traditional learning | (N = 370) Cross-sectional study | most students were satisfied with the OL (31% scored high satisfaction, 53.6% scored moderate satisfaction), while only 15.4% were not satisfied | 1 |
Muflih et al. (2021) [53] | OL; UG health science students from Jordanian universities | Online questionnaire | Traditional learning | (N = 1210) Cross-sectional study | The mean score obtained for students' satisfaction towards OL was 42.94, | 1 |
Puljak et al. (2020) [54] | OL; UG health sciences students from 9 Croatia universities | Online questionnaire | Traditional learning | (N = 2520) Cross-sectional study | student satisfaction towards OL is 3.7 out of 5. 39.6% agreed that OL was effective, 24.9% found OL was not effective, | 1 |
Rajab et al. (2020) [55] | OL; UG medical students | Online questionnaire | Traditional learning | (N = 139) Cross-sectional study | 66.9% reported a positive view on the online learning application, 27.3% reported a negative view, while 5.8% reported no response | 1 |
Sandhaus et al. (2020) [56] | OL; UG medical students from Adelson School of Medicine | Online questionnaire and telephone interview | Traditional learning | (N = 70) Cross-sectional study | students (88.6%) are very satisfied with OL compared to traditional learning | 1 |
Schlenz et al. (2020) [76] | OL; UG dental students from Justus-Liebig-University Giessen (Germany) | Online questionnaire | Traditional learning | (N = 299) Cross-sectional study | 36.8% of student prefer f2f learning, only 5.6% stated that OL is not that useful, and mostly half of them did agree that OL is useful. Overall assessment regarding student perspective was obtained, which is (53.2%—mean) (24.9—standard deviation) | 1 |
Sindiani et al. (2020) [58] | OL; UG medical student from Jordan university | Online questionnaire | Traditional learning | (N = 3700) Cross-sectional study | 75% were not satisfied with the OL and did not wish to use it even in the future | 1 |
Steehler et al. (2021) [77] | OL; UG medical students from Emory University School of Medicine | Online questionnaire | Traditional learning | (N = 12) Cross-sectional study | 92% reported that they were very satisfied with the OL. 92% agreed that there is increased understanding from this virtual learning application | 1 |
Suppan et al. (2021) [24] | OL; UG medical students University of Geneva Faculty of Medicine | Online questionnaire | Traditional learning | (N = 158) RCT | Only 40% of students are very satisfied with the OL compared to 15% of traditional didactic videos | 2 |
Tigaa & Sonawane (2020) [59] | OL; UG health sciences students at St. Cloud USA and College in Dhule in India | Online questionnaire | Traditional learning | (N = 150) Cross-sectional study | 24% from Dhule and 15% from St. Cloud were satisfied with OL, 36% from Dhule and 22% from St. Cloud, only partially agreed with the online learning practices | 1 |
Wang et al. (2020) [61] | OL; UG medical students from 90 medical schools in China | Online questionnaire | Traditional learning | (N = 118,030) Cross-sectional study | 64.97% believed that OL is not effective, and 3.75% said that OL is useless. The regression results obtained showed 68.72% were not satisfied with OL | 1 |
Yoo et al. (2021) [62] | OL; UG medical students from Korea University College of Medicine | Online questionnaire | Traditional learning | N = 108 (2020) N = 104 (2019) Cross-sectional study | most students, (78.6%), preferred OL compared to f2f learning (21.2%) | 1 |
Zhang et al. (2020) [78] | OL; UG medical students from Zhejiang University | Online questionnaire | Traditional learning | (N = 48) Cross-sectional study | most students, (54.17%) preferred f2f teaching compared to the OL. Students felt that OL could provide many advantages (mean 3.83 and SD 0.95), but still, they do not think it can replace traditional learning (mean 3.87 and SD 0.94) | 1 |