Korean J Med Educ.
2020 Dec;32(4):307-315. 10.3946/kjme.2020.178.
The feasibility and satisfaction of an online global health education course at a single medical school: a retrospective study
- Affiliations
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- 1JW LEE Center for Global Medicine, Seoul National University College of Medicine, Seoul, Korea
- 2London School of Hygiene & Tropical Medicine, London, UK
- 3Department of Thoracic and Cardiovascular Surgery, Seoul National University College of Medicine, Seoul, Korea
- 4Office of Medical Education, Seoul National University College of Medicine, Seoul, Korea
- KMID: 2509492
- DOI: http://doi.org/10.3946/kjme.2020.178
Abstract
- Purpose
The aim of this study was to evaluate the feasibility and satisfaction of an online global health education course for medical students in comparison with an in-person of the course and to assess students’ preferences regarding online methods of delivery.
Methods
Second-year medical students enrolled in this course in 2019 (in-person) and 2020 (online). The attendance rate, satisfaction in the course evaluation survey, and academic achievement on the written final examination were utilized to compare the two different methods of course delivery. The medical students who took the online course were also asked about their preferences regarding the method of course delivery and the advantages and drawbacks of each method of online lectures.
Results
There was no significant difference in the attendance rate and overall satisfaction between the two groups. The mean score on the written examination of the online course (84.1±19.6) showed comparable effects to the in-person course (78.0±18.3). The percentages of students who achieved high performance (55.5%) and the achieved minimum requirement (95.9%) were also maintained compared to the in-person course (14.6% and 93.6%, respectively). Medical students preferred the online course to the in-person course; in particular, they preferred prerecorded videos over live streaming online lectures.
Conclusion
The participation, satisfaction, and the academic achievement of the online course were comparable to those of the in-person course. However, the greatest drawback of the online course was the lack of interaction between peer learners. Therefore, diverse methods for online education should be considered to increase students’ sense of belonging to a learning community.
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