1. |
A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic |
Foo et al. (2021)99. Foo CC, Cheung B, Chu KM. A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the Covid-19 pandemic. BMC Med Educ. 2021;21(1):1-6. |
Hong Kong* |
0.949 |
Comparative retrospective study |
The objective of this study was to compare the performance of students who use remote PBL tutorials with those of students who use the conventional in-person approach. |
Greater time flexibility, higher exam scores, use of easy-to-use software, tutorial format that persisted, overcoming geographic barriers. |
Reduced student engagement with classes, reduced teacher-student communication, low student motivation, and technical and technological challenges. |
There was no randomization, and the comparison was subject to bias. |
2. |
Undergraduate medical education amid COVID-19: a qualitative analysis of enablers and barriers to acquiring competencies in distant learning using focus groups. |
Reinhart et al.(2021)1010. Reinhart A, Malzkorn B, Döing C, Beyer I, Jünger J, Bosse HM. Undergraduate medical education amid Covid-19: a qualitative analysis of enablers and barriers to acquiring competencies in distant learning using focus groups. Med Educ Online. 2021;6(1):1-13 . |
Germany* |
0.947 |
Case study |
Explore perspectives, experiences, feelings, and attitudes towards the only online course to identify enablers/drivers and barriers/challenges. |
Greater availability of time to practice sports, time flexibility, more time with close people, more intense student-teacher communication, more intense teacher feedback, and acquisition of specialized and applied knowledge. |
Prolonged screen time, lack of social contact with colleagues, teacher’s difficulty in monitoring student learning, lack of communication between students and patients, lack of practical training, and need for students to have the self-discipline to achieve focus on studies. |
The views of students and faculty were addressed, and the specific impact of e-learning on patient outcomes or the behaviors, skills, or knowledge of healthcare professionals was not addressed. |
3. |
Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. |
Dost et al. (2020)1111. Dost S, Hossain A, Shehab M, Abdelwahed A, Al-Nusair L. Perceptions of medical students towards online teaching during the Covid-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ Open. 2020;10(1):e042378. |
United Kingdom* |
0.932 |
Cross-sectional study |
To investigate medical students’ perceptions of the role of online teaching in facilitating medical education during the COVID-19 pandemic. |
Saving time and money on travel, time flexibility, students’ capacity to learn at their own pace, the possibility for students to ask anonymously, decrease in student anxiety regarding assessments. |
Pre-recorded classes can reduce communication with the teacher in real-time, distraction by family members, difficulties in connecting to the internet, loss of contact with colleagues, and generating or enhancing anxiety. |
Some medical schools may have been disproportionately represented due to the difference in the number of responses. In addition, some aspects depended on the memory factor, perhaps introducing elements of memory bias. |
4. |
A qualitative analysis of third-year medical students’ reflection essays regarding the impact of COVID-19 on their education |
Kelly et al. (2021)1212. Kelly EL, Casola AR, Smith K, Kelly S, La-Cruz MSD. A qualitative analysis of third-year medical students’ reflection essays regarding the impact of Covid-19 on their education. BMC Med Educ . 2021;21(1):1-9. |
USA* |
0.926 |
Qualitative study |
To explore how COVID-19 has impacted the daily structure of medical education during this critical situation. |
Learning practical lessons, adapting to new or dynamic healthcare environments, cognitive reformulation of experiences, and reassessing skills, values, roles, and leadership within the medical field. |
Decrease in the development of skills and specialization exposure, frustration, and apprehension in preparing for exams |
The findings may not be generalizable, as it was carried out in only one medical school, and the sample was predominantly white. There were word restrictions on the essay question, and respondents were asked to keep it “reflective.” It was not possible to triangulate the answers with other sample data. |
5. |
Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19pandemic. |
Thom et al. (2021)1313. Thom ML, Kimble BA, Qua K, Wish-Baratz S. Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic. Anat Sci Educ. 2021;14(5):552-61. |
USA* |
0.926 |
A prospective study with historical controls |
Evaluate the effectiveness of the anatomy curriculum about the equivalent in-person learning environment using student assessment scores and collect student perspectives on the online learning environment, identifying its limitations and potential areas for improvement. |
The peer anatomy curriculum remained impactful in the change to remote learning. The course design was strong enough to result in no significant difference in medical student assessment scores after transitioning to online learning. |
Student satisfaction is reduced, and more negative perceptions of course quality are observed. |
The results of this study reflect the experience of a single institution. They may not be generalizable to all medical schools that have used new program tutorials in their transition to remote anatomy teaching. |
6. |
How the coronavirus disease 2019 pandemic changed medical education and deans’ perspectives in Korean medical schools |
Park et al. (2021)1414. Park H, Lee YM, Ho MJ, Han HC. How the coronavirus disease 2019 pandemic changed medical education and deans’ perspectives in Korean medical schools. Korean J Med Educ. 2021;33(2):65-74. |
Korea* |
0.916 |
Observational study |
It explored how Korean medical schools have responded to the coronavirus disease 2019 (COVID-19) pandemic and the medical deans’ perspectives on what and how these adaptations influence the present and future of medical education. |
The possibility of offering individualized learning and online meetings has improved communication and increased transparency in decision-making between interested parties. |
Presence of technical problems, including internet networks, and user lack of experience regarding online teaching. |
Experience in medical education in Korea may not be transferable to other countries with more severe conditions or fewer resources. Deans obtained the results of this study and may not reflect the perspective of faculty or students. |
7. |
Pre-graduation medical training including virtual reality during COVID-19 pandemic: a report on students’ perception |
Ponti et al. (2020)1515. Ponti R, Marazzato J, Maresca AM, Rovera F, Carcano G, Ferrario MM. Pre-graduation medical training including virtual reality during Covid-19 pandemic: a report on students’ perception. BMC Med Educ . 2020;20(1):1-7. |
Portugal* |
0.864 |
Observational study |
To evaluate medical students’ perception of fully online training, including simulated clinical scenarios during the COVID-19 pandemic. |
The interaction between the class and the tutor was maintained; the virtual platform was considered realistic and valuable. |
Difficulty accessing the platform and remote operation of the software. |
No further assessment was performed on the tutors’ experience and the potential opportunities of the virtual patient simulation modality. Combining the terms “useful” and “realistic” may have introduced bias to the inferred results. |
8. |
A comparative study of Online Learning in Response to the coronavirus disease 2019 pandemic versus conventional learning |
Hanafy et al. (2021)1616. Hanafy SM, Jumaa MI, Arafa MA. A comparative study of online learning in response to the coronavirus disease 2019 pandemic versus conventional learning. Saudi Med J. 2021;42(3):324-31. |
Saudi Arabia* |
0.854 |
Comparative cross-sectional study |
To explore the attitude and perception of undergraduate medical students and their classmates towards educational methods (conventional versus online) and evaluate their performance accordingly. |
Timesaving, immediate feedback after the exam. |
Technical difficulties and increased fraud and cheating. |
Sample taken from a single institute, which overshadows the generalizability of the results. Data collection included self-reported actions that are not always objective. |
9. |
Medical students’ acceptance and perceptions of e-learning during the Covid-19 closure time in King Abdulaziz University, Jeddah. |
Ibrahim et al. (2021)1717. Ibrahim NK, Al-Raddadi R, Al-Damarsi M, Al-Ghamdi A, Gaddoury M, Al-Bar HM, et al. Medical students’ acceptance and perceptions of e-learning during the Covid-19 closure time in King Abdulaziz University, Jeddah. J Infect Pub Health. 2021;14(1):17-23. |
Saudi Arabia* |
0.854 |
Cross-sectional study |
To determine medical students’ acceptance and perceptions of e-learning during the Covid-19 school closure period in Jeddah. |
Online learning was adaptable and less time-consuming than classroom learning. The topic of the e-course, the instructional design of the e-learning course, the motivation, efficiency in communication, and a user-friendly learning method system were facilitators. |
Students agreed that their exams could be affected by poor internet access quality. Resources are limited, and there is a lack of personal preference (negative attitude) towards e-learning. Inadequate computer knowledge and training. |
Small sample size. |
10. |
Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. |
Fatani et al. (2020)1818. Fatani TH. Student satisfaction with videoconferencing teaching quality during the Covid-19 pandemic. BMC Med Educ . 2020;20(1):1-8. |
Saudi Arabia* |
0.854 |
Observational study |
Assess student satisfaction with the quality of teaching in case-based discussion (CBD) sessions conducted through video conferences. |
Greater dynamism in classes and more significant interaction between the students and students and tutors. |
Technical difficulties such as sound quality and internet connectivity. |
It was carried out in a group of male students in pediatrics and a single center. Inaccuracies and subject to memory bias may have limited responses. Not all students were exposed to the same online teaching orientation or style, skill or competency. Student retention or success rates were not detailed. |
11. |
The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. |
Khalil et al. (2020)1919. Khalil R, Mansour AE, Fadda WA, Almisnid K, Aldamegh M, Al-Nafeesah A, et al. The sudden transition to synchronized online learning during the Covid-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Med Educ . 2020;20(1):1-10. |
Saudi Arabia* |
0.854 |
Qualitative study |
To explore medical undergraduate students’ perceptions of the effectiveness of synchronized online learning at Unaizah College of Medicine and Medical Sciences, Qassim University, Saudi Arabia. |
Recorded classes helped to understand the content better, saving time, reducing anxiety, and spending more time with close people. |
Methodological challenges such as quality assurance in the delivery of lecture content and implementation issues, technical difficulties such as internet access, and communication software failure. |
The findings of this study cannot be generalized, as it was carried out in only one medical school. |
12. |
Using Assessment Design Decision Framework in Understanding the Impact of a rapid transition to remote education on student assessment in health-related colleges: A qualitative study. |
Jaam et al. (2021)2020. Jaam M, Nazar Z, Rainkie DC, Hassan DA, Hussain FN, Kassab SE, et al. Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: a qualitative study. PLoS One. 2021;16(7):e0254444. |
Qatar* |
0.848 |
Qualitative study |
To investigate the local challenges and processes involved in the planning of assessments that were predominant during the COVID-19 pandemic and how students and teachers were affected by the change in assessment strategy. |
The Assessment Design Decision Framework can assess experiences related to faculty assessment and student perspective. |
Increased workload for the faculty, decrease in assignment assessments, decreasing student performance. |
Grouped data rather than presented per each school. Heterogeneity between schools in assessment approaches before the transition to remote learning. Focus only on one aspect of the educational process, which are the assessments. |
13. |
Challenges and opportunities of the COVID-19 pandemic in medical education: a qualitative study |
Hayat et al. (2021)2121. Hayat AA, Keshavarzi MH, Zare S, Bazrafcan L, Rezaee R, Faghihi SA, et al. Challenges and opportunities from the Covid-19 pandemic in medical education: a qualitative study. BMC Med Educ . 2021;21(1):1-13 |
Iran** |
0.783 |
Qualitative study |
To explain the challenges and opportunities of the COVID-19 pandemic for medical education. |
It prevented the separation of students from the educational environment; the e-learning promoted the quality of instruction, thanks to the increase in documented content; self-control of the study. |
Lack of communication between student and teacher, lack of student commitment to attendance and professional behavior during virtual classes, deficiencies, and infrastructure problems. |
Study carried out at a single university. The possibility that the study was biased. |
14. |
The need for changes in medical education and the perception of teachers before the Covid-19 pandemic |
Serra et al. (2021)2222. Serra ST, Taquette SR, Bteshe M, Corrêa LM, Mattos AVV. Necesidad de cambios en la educación médica y la percepción de profesores antes de la pandemia de Covid-19. Interface. 2021; 25 (Supl. 1):e200868. |
Brazil** |
0.765 |
Qualitative study |
Recognize the changes required in medical education due to the outbreak of the health crisis and identify the teachers’ perceptions about these issues. |
Greater autonomy for the student, facilitating interactions by encouraging collaborative learning, and the participation of teachers in the collective construction of OSCE, which promoted dialogue between the disciplines and made it possible to update knowledge, communication skills and the flexibility to create new ways of listening and speaking. |
Difficulties with infrastructure, challenges for teachers to deal with technologies, failure to overcome the teacher-student contradiction is one, long-term classes that are virtually exhaustive, difficulties in methodological renewal or the search for new references, increase in symptoms of anxiety, depression, loss of sleep quality, increased use of drugs and psychosomatic symptoms by students, lack of digital accessibility, difficulties with online education and the acquisition of content in this format. |
Limited to the universe of a public medical school still using a traditional teaching model. |
15. |
A novel structure for online surgical undergraduate teaching during the COVID-19 Pandemic |
Chandrasinghe et al. (2020)2323. Chandrasinghe PC, Siriwardana RC, Kumarage SK, Munasinghe BNL, Weerasuriya A, Tillakaratne S, et al. A novel structure for online surgical undergraduate teaching during the Covid-19 pandemic. BMC Med Educ . 2020;20(1):1-7. |
China** |
0.761 |
Observational study |
To analyze students’ acceptance and attitude towards the low-cost resource maximization approach. |
Possibility of applying classes by national and international teachers, improving clinical sense and interest in clinical medicine. |
Low internet connectivity and limited access to meeting platforms. |
None. |
16. |
Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff. |
Li et al. (2021)2424. Li W, Gillies R, He M, Wu C, Liu S, Gong Z, et al. Barriers and facilitators to online medical and nursing education during the Covid-19 pandemic: perspectives from international students from low- and middle-income countries and their teaching staff. Hum Resour Health. 2021 ;19(1):1-14. |
China** |
0.761 |
Observational study |
To explore the quality of online education in China for international medical and nursing students from low- and middle-income countries (LMICs), as well as the factors that influenced their satisfaction with online education during the COVID-19 pandemic. |
Reproduction support for online courses, capacity to study independently, quality of course resources, and easy-to-use course resources. |
Absence of experimental/practical classes, the severity of economic problems. |
Small sample size. |
17. |
Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives |
Al-balas et al. (2020)2525. Al-Balas M, Al-Balas HI, Jaber HM, Obeidat K, Al-Balas H, Aborajooh EA, et al. Distance learning in clinical medical education amid Covid-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Educ . 2020;20(1):1-7. |
Jordan** |
0.729 |
Observational study |
To explore the situation of remote E-learning among medical students during their clinical years and identify possible challenges, limitations, satisfaction, and perspectives. |
Saving time, class flexibility, and better interaction with instructors and colleagues. |
Technical and infrastructure resources. |
Inability to measure educational outcomes linked to remote e-learning and compare them to traditional learning |
18. |
Impact of the COVID-19 Pandemic on medical education: Medical students’ Knowledge, attitudes, and practices regarding electronic learning |
Alsoufi et al. (2020)2626. Alsoufi A, Alsuyihili A, Msherghi A, Elhadi A, Atiyah H, Ashini A, et al. Impact of the Covid-19 pandemic on medical education: medical students’ knowledge, attitudes, and practices regarding electronic learning. PLoS One . 2020 ;15(11):e0242905. |
Libya** |
0.724 |
Cross-sectional study |
To provide an overview of the situation experienced by medical students during the COVID-19 pandemic and to determine medical students’ knowledge, attitudes, and practices toward electronic medical education. |
Acceptable level of knowledge, attitudes, and practices towards e-learning, the potential to reach medical students and transform medical education, high levels of proficiency in informatics and information technology, access to fourth-generation internet services with an acceptable or good internet connection, allowed the continuity of medical training. |
Financial or technical difficulties in using e-learning platforms, concerns about exposure to SARS-CoV-2 during their clinical training and with the viral transmission in the community, and difficulty in knowing the credibility and reliability of the results obtained in evaluations. |
Conducted in a single country with specific settings, cross-sectional study design, difficult to separate isolated effects of COVID-19 on study variables. |
19. |
Online medical education in Egypt during the COVID-19 pandemic: a nationwide assessment of medical students’ usage and perceptions |
Mortagy et al. (2022)2727. Mortagy M, Abdelhameed A, Sexton P, Olken M, Hegazy MT, Gawad MA, et al. Online medical education in Egypt during the Covid-19 pandemic: a nationwide assessment of medical students’ usage and perceptions. BMC Med Educ . 2022;22(1):1-13. |
Egypt** |
0.707 |
Observational study |
To characterize medical students’ use and perception of online medical education in Egypt, as well as to explore the effectiveness of different e-learning modalities. |
More comfortable being at home, learning at your own pace, more flexible, and cost savings. |
Difficulty accessing the internet, students did not feel comfortable asking questions, and increased hours spent studying. |
It did not include an analysis of institutional factors or faculty feedback. The number of students shared in the survey is not an accurate representation of the total number of students at each university. |
20. |
Assessment of online teaching as an adjunct to medical education in the backdrop of COVID-19 lockdown in a developing country - An online survey |
Desai et al. (2020)2828. Desai D, Sen S, Desai S, Desai R, Dash S. Assessment of online teaching as an adjunct to medical education in the backdrop of Covid-19 lockdown in a developing country: an online survey. Indian J Ophthalmol. 2020 ;68(11):2399-403. |
India*** |
0.645 |
Observational study |
To assess the awareness about online classes and whether they can help to learn in the medical field amidst the lockdown. |
Increased control and individual engagement with content, flexibility, overcoming geographic barriers, and cost savings. |
Lack of experience with technology, difficulty connecting to the Internet, distractions, and housework, reduced communication, and lack of practice. |
Small sample size, the same questions were asked to teachers and students and may have some bias. |
21 |
The pilot of a questionnaire study regarding the perception of undergraduate medical students towards online classes: Process and perspectives. |
Menon UK et al. (2021)2929. Menon UK, Gopalakrishnan S, Unni CS, Ramachandran R, Poornima B, Sasidharan A, et al. Pilot of a questionnaire study regarding perception of undergraduate medical students towards online classes: process and perspectives. J Family Med Prim Care. 2021 ;10(5): 2016-21. |
India*** |
0.645 |
Pilot observational study |
To document the process of a pilot study for questionnaire-based research on undergraduate medical students’ perceptions of ongoing online classes. |
Responses obtained from 30 students were analyzed for the pilot study based on the satisfaction level (23.3%) and usefulness (23.3%) of the observed ongoing online classes. |
|
More studies are encouraged that analyze the effectiveness of online learning and online healthcare service provision in rural and primary care areas of the country. |
22 |
Perceptions of students regarding E-learning during Covid-19 at a private medical college. |
Abbasi S et al. (2020)3030. Abbasi S, Ayoob T, Malik A, Memon SI. Perceptions of students regarding e-learning during Covid-19 at a private medical college. Pak J Med Sci. 2020 ;36(COVID19-S4): S57-S61. |
Pakistan*** |
0.557 |
Cross-sectional observational study |
The purpose of this study was to determine the perceptions of students toward e-learning during the lockdown. |
N/A |
Overall, 77% of students have negative perceptions of e-learning. 76% of the students use a mobile device for e-learning. |
Students did not prefer face-to-face teaching during the lockdown situation. Members of the administration and faculty should take necessary steps to improve e-learning for better learning during the lockdown. |